English File Intermediate. Teacher's Guide (for speakers of Spanish) [Fourth ed.] 9780194036047

Citation preview

4 fourth edition

English File B1

Intermediate

Teacher’s Guide

WITH TEACHER’S RESOURCES ON OXFORD PREMIUM for speakers of Spanish

Christina Latham-Koenig Clive Oxenden Jerry Lambert with Anna Lowy Paul Seligson and Clive Oxenden are the original co-authors of English File 1 and English File 2

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Contents p.4

Syllabus checklist

p.8

Course overview

●

Introduction

●

What do students at B1 level need?

●

For students Student’s Book Online Practice Workbook

●

For teachers Teacher’s Guide Teacher’s Resources on Oxford Premium Classroom Presentation Tool Class audio Video

p.12

Lesson plans

p.12

File 1 A–B

Practical English  Episode 1

p.28

File 2 A–B

1&2 Revise and Check

p.41

File 3 A–B

Practical English  Episode 2

p.54

File 4 A–B

3&4 Revise and Check

p.66

File 5 A–B

Practical English  Episode 3

p.79

File 6 A–B

5&6 Revise and Check

p.92

File 7 A–B

Practical English  Episode 4

p.106

File 8 A–B

7&8 Revise and Check

p.120

File 9 A–B

Practical English  Episode 5

p.132

File 10 A–B 9&10 Revise and Check

3

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Syllabus checklist GRAMMAR

VOCABULARY

PRONUNCIATION

A Eating in…and out

present simple and continuous, action and non-action verbs

food and cooking

short and long vowel sounds

12

B Modern families

future forms: present continuous, be going to, will / won’t

family, adjectives of personality

sentence stress, word stress

16

Practical English Episode 14

1 8

reacting to what people say

18 Workbook File 1

2 26

A Spending money

present perfect and past simple

money

o and or

30

B Changing lives

present perfect + for / since, present perfect continuous

strong adjectives: exhausted, amazed, etc.

sentence stress

34

Revise and Check 1&2

36 Workbook File 2

3 42

A Survive the drive

choosing between comparatives and superlatives

transport

/ʃ/, /dʒ/, and /tʃ/, linking

46

B Men, women, and

articles: a / an, the, no article

collocation: verbs / adjectives + prepositions

/ə/, two pronunciations of the

children 50

Practical English Episode 24

52 Workbook File 3

giving opinions

4 60

A Bad manners?

obligation and prohibition: have to, must, should

phone language

silent consonants

64

B Yes, I can!

ability and possibility: can, could, be able to

-ed / -ing adjectives

sentence stress

68

Revise and Check 3&4

70 Workbook File 4

5 76

A Sporting superstitions

past tenses: simple, continuous, perfect

sport

/ɔː/ and /ɜː/

80

B #thewaywemet

past and present habits and states

relationships

the letter s, used to

84

Practical English Episode 34

permission and requests

86 Workbook File 5

4

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FOR SPEAKERS OF SPANISH   Extra Online Practice for speakers of Spanish





SPEAKING

LISTENING

READING

talking about preferences, agreeing and disagreeing

understanding key words in questions, predicting content using visual clues

using your own experience to understand a text

talking about the future, retelling a story

understanding a story

identifying reasons

Vocabulary: more food and cooking; adjectives of personality  Pronunciation: silent letters; word stress  Listening: Food in Spain

talking about money and experiences

listening for facts

understanding paragraphing

How long…?, talking about extremes

checking hypotheses, listening for specific information

understanding the order of events

Vocabulary: money words and phrases; strong adjectives  Pronunciation: the letter o; -ed endings  Listening: From the escudo to the euro

tourist role-play, giving opinions

confirming predictions

confirming predictions

generalizing, talking about childhood

understanding points of view

understanding the main point in a paragraph

Vocabulary: prepositions; dependent prepositions  Pronunciation: /dʒ/ and /j/; /d/ and /ð/  Listening: Traffic in Madrid

talking about annoying habits and manners

understanding problems and advice

assessing a point of view

talking about ability, assessing advice

making inferences, listening for specific information

understanding tips and examples

Vocabulary: more phone language; -ed / -ing adjectives  Pronunciation: /h/; -ed  Listening: I love my phone!

talking about sport, telling an anecdote

understanding an interview

understanding how examples support main points

talking about present and past habits, presenting an opinion

predicting the end of a story, understanding facts and supporting information

predicting the end of a story

Vocabulary: activity verbs; giving presentations  Pronunciation: /ɔː/; /s/ vs /z/ and /ʃ/ vs /ʒ/   Listening: The Oxford Eight

5

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GRAMMAR

VOCABULARY

PRONUNCIATION

6 94

A Behind the scenes

passive (all tenses)

cinema

regular and irregular past participles

98

B Every picture tells

modals of deduction: might, can’t, must

the body

diphthongs

a story 102

Revise and Check 5&6

104 Workbook File 6

7 110

A Live and learn

first conditional and future time clauses + when, until, etc.

education

the letter u

114

B The hotel of Mum

second conditional, choosing between conditionals

houses

sentence stress, the letter c

and Dad 118

Practical English Episode 44

120 Workbook File 7

making suggestions

8 128

A The right job for you

choosing between gerunds and infinitives

work

word stress

132

B Have a nice day!

reported speech: sentences and questions

shopping, making nouns from verbs

the letters ai

136

Revise and Check 7&8

138 Workbook File 8

9 144

A Lucky encounters

third conditional

making adjectives and adverbs

sentence rhythm, weak pronunciation of have

148

B Digital detox

quantifiers

electronic devices

linking, ough and augh

152

Practical English Episode 54

154 Workbook File 9

indirect questions

10 162

A Idols and icons

relative clauses: defining and non-defining

compound nouns

word stress

166

B And the murderer is…

question tags

crime

intonation in question tags

170

Revise and Check 9&10

178

Communication

172 Workbook File 10

187

Writing

197

Listening

204

Grammar Bank

6

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FOR SPEAKERS OF SPANISH   Extra Online Practice for speakers of Spanish











SPEAKING

LISTENING

READING

talking about films

listening for content words

understanding the main point in a paragraph

talking about profile pictures, making deductions

checking assumption, understanding the order of events

understanding humour, checking assumptions

Vocabulary: cinema; more parts of the body  Pronunciation: /wəz/ and /wə/; /ɪ/, /iː/, and /eɪ/  Listening: Making it in Hollywood

talking about school, assessing opinions

listening for numbers

understanding points of view

discussing pros and cons, describing ideal situations

using prediction to understand content

understanding pros and cons

Vocabulary: easily confused words; houses and flats  Pronunciation: the letter u; /d/ in contractions  Listening: University housing

making a presentation

listening and making notes

predicting from evidence

talking about shopping habits

understanding the order of events, understanding attitude and tone

predicting the end of a story

Vocabulary: job suffixes; more shopping words and phrases  Pronunciation: shifting word stress; consonant endings  Listening: Selling second hand

talking about luck

listening to summarize

understanding topic sentences

discussing digital habits

understanding attitude

understanding technical language

Vocabulary: more adjective suffixes; technology verbs  Pronunciation: /h/ in had and hadn’t; technology  Listening: A conversation at work

talking about people and things that you admire

listening for facts

reading with purpose

police interview role-play

taking notes

understanding referencing

Vocabulary: more compound nouns; crime  Pronunciation: /s/, /z/, or /ɪz/; intonation in question tags  Listening: Crimes that went wrong

224

Vocabulary Bank

237

Irregular verbs

238

Sound Bank 7

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Course overview Introduction Our aim with English File fourth edition has been to make every lesson better and to make the package more studentand teacher-friendly. As well as the main A and B Student’s Book lessons, there is a range of material that you can use according to your students’ needs, and the time and resources you have available. Don’t forget: • videos that can be used in class in every File: Practical English, Video Listening, and Can you understand these people? • Quick Tests and File Tests for every File, as well as Progress Tests, an End-of-course Test, and an Entry Test, which you can use at the beginning of the course • photocopiable Grammar and Communicative activities for every A and B lesson, and a Vocabulary activity for every Vocabulary Bank Online Practice and the Workbook provide review, support, and practice for students outside the class. The Teacher’s Guide suggests different ways of exploiting the Student’s Book depending on the level of your class. We very much hope you enjoy using English File fourth edition.

What do B1 level students need? The B1 level is often a milestone for students: at this point, many students really begin to ‘take off’ in terms of their ability to communicate. Some students, however, may see the B1 level as a ‘plateau’ and feel that they are no longer making the progress they were before. Students at this level need fresh challenges to help them to realize how much they know and to make their passive knowledge active, together with a steady input of new language.

Grammar

• Consolidation and extension of main grammatical structures • Practice in using different tenses together • Student-friendly reference material We have tried to provide contexts for new language that will engage students, using real-life stories and situations, humour, and suspense. The Grammar Banks give students a single, easy-to-access grammar reference section, with example sentences with audio, clear rules, and common errors. There are at least two practice exercises for each grammar point. Students can look again at the grammar presented in the lesson on Online Practice. The Workbook provides a variety of practice exercises and the opportunity for students to use the new grammar to express their own ideas.

Every lesson focuses on high-frequency vocabulary and common lexical areas, but keeps the load realistic. All new vocabulary is given with the phonemic script alongside, to help students with the pronunciation of new words. Many lessons are linked to the Vocabulary Banks which help present and practise the vocabulary in class, give an audio model of each word, and provide a clear reference so students can revise and test themselves in their own time. Students can review the meaning and the pronunciation of new vocabulary on Online Practice, and find further practice in the Workbook.

Pronunciation

• Practice in pronouncing sounds, words, and connected speech clearly

• Awareness of rules and patterns • Focus on word and sentence stress Clear, intelligible pronunciation (not perfection) should be the goal of students at this level. There is a pronunciation focus in every lesson, which integrates clear pronunciation into grammar and vocabulary practice. There is an emphasis on the sounds most useful for communication, on word stress, and on sentence rhythm. Online Practice contains the Sound Bank videos which show students the mouth positions to make English vowels and consonants. They can also review the pronunciation from the lesson at their own speed. There is more practice of pronunciation in the Workbook, with audio, which can be found on Online Practice.

Speaking • • • • •

Motivating and accessible topics The key words and phrases necessary to discuss a topic Confidence that their language is clear and intelligible Practice in more extended speaking Time to organize thoughts before speaking Lack of self-confidence can be a barrier to successful speaking at this level. Each speaking task is supported by the necessary Grammar, Vocabulary, and Pronunciation and designed to help students to feel a sense of progress and to show that the number of situations in which they can communicate effectively is growing.

Vocabulary

• Systematic expansion of topic-based lexical areas • Building new words by adding prefixes and suffixes • Opportunities to put new vocabulary into practice 8

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Listening

• Confidence-building, achievable tasks • Practice in `getting the gist’ and listening for detail • Practice in dealing with authentic spoken language At B1 level students need confidence-building tasks which are progressively more challenging in terms of speed, length, and language difficulty, but are always achievable. Longer listenings are broken into separate parts with different tasks, to avoid memory overload. Students are exposed to a wide variety of accents, including some non-native speakers of English. On Online Practice, for each File students can find further listening practice related to the topic. They can also access the listening activities from every lesson, to practise in their own time, and to read the script to check anything that they have found difficult.

Reading

• Engaging topics and stimulating material • Exposure to a wide variety of authentic text types • Challenging tasks which help them read more skillfully Many students need to read in English for their work or studies, and reading is also important in helping to build vocabulary and to consolidate grammar. The key to encouraging students to read is to provide material where they feel there is a reason to read and tasks which help them to get the most out of a text. This level contains a variety of readings from real sources (the British press, magazines, websites, forums, infographics) and have been chosen for their intrinsic interest and potential to generate a reaction. The opinions expressed in these texts do not necessarily reflect the view of the English File authors or of Oxford University Press.

Mediation

• Collaborative teamwork tasks in every File • Texts, charts, and images for learners to extract and share understanding The concept of mediation in the CEFR includes a range of communicative strategies and tasks that focus on how learners work together collaboratively, extract and share meaning from texts, and develop better understanding among themselves and others. English File promotes and develops mediation skills in a variety of ways in every File. Activities that develop mediation skills are highlighted in the teacher’s notes, and the CEFR mapping document on Oxford Premium includes mediation descriptors mapped to every lesson. The mediation tasks in English File will help your learners develop the communication skills that build their ‘21st century skills’.

Students can use Online Practice to develop their writing skills further. The Discussion board also provides opportunities for informal written interaction.

Practical English

• Consolidate and extension of functional language • Knowing what to say in typical social situations • Getting used to listening to faster, more colloquial speech The five Practical English lessons revise and extend common situations such as introductions or making polite requests, and introduce and practise the language for new situations, like expressing opinions or apologizing. The story line involving the two main characters, Jenny and Rob, continues from where it left off in English File A2/B1 but it is selfstanding, so it can be used equally with students who did not use the previous level. The lessons also highlight other key `Social English’ phrases, for example Could you tell me why… ? and If you don’t mind. On Online Practice, students can use the interactive video to record themselves and hear their own voice in the complete conversation. They can also listen and record the Social English phrases. The Workbook provides practice of all the language from the Practical English lessons.

Revision

• Regular review • Motivating reference and practice material • A sense of progress Students will usually only assimilate and remember new language if they have the chance to see it and use it several times. Grammar, Vocabulary, and Pronunciation are recycled throughout the course. After every two Files there is a two-page Revise & Check section. The left-hand page revises the grammar, vocabulary, and pronunciation of each File. The right-hand page provides a series of skills-based challenges, including street interviews, and helps students to measure their progress in terms of competence. These pages are designed to be used flexibly according to the needs of your students. On Online Practice, for each File, there are three Check your progress activities. The first is a multiple choice activity for students to test themselves on the Grammar and Vocabulary from the File. The second is a dictation related to the topic and the language of the File for students to practise the new language in context. Finally, there is a Challenge activity, which involves a mini-research project based on a topic from the File. Every two Files, the Workbook contains a Can you remember...? page, which provides a cumulative review of language students have covered in the Student’s Book.

Writing

• Clear models for a variety of text types • An awareness of register, structure, and fixed phrases • A focus on ‘micro’ writing skills It is often difficult to motivate students to write at this level. In English File B1 each guided writing activity flows out of a main lesson to ensure that students have plenty of ideas start with and focuses on key areas of language, style, and organization to help break the writing process down into a series of achievable tasks. 9

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Course overview For students Combined Student’s Book and Workbook The Student’s Book has 10 Files. Each File is organized like this:

A and B lessons Each File contains two four-page lessons which present and practise Grammar, Vocabulary, and Pronunciation with a balance of reading and listening activities, and lots of opportunities for speaking. Every two Files (starting from File 2), the B lesson ends with a Video Listening section. All lessons have clear references to the Grammar Bank, Vocabulary Bank, and where relevant, to the Sound Bank at the back of the book.

Practical English Every two Files (starting from File 1), there is a two-page lesson which teaches high-frequency, everyday English (e.g. language for asking for permission and making requests) and social English (useful phrases like How come you’re so late? and I think I’ll go home if you don’t mind). The video is in the form of a drama, featuring the two main characters, Rob and Jenny. The lessons have a storyline which runs through the level.

Revise & Check Every two Files (starting from File 2) there is a two-page section revising the Grammar, Vocabulary, and Pronunciation of each File and providing Reading, Listening, and Speaking. The ‘Can you…?’ section challenges students with engaging reading texts and street interview videos, which give students exposure to real-life English.

The back of the Student’s Book The lessons contain references to these sections: Communication, Writing, Listening, Grammar Bank, Vocabulary Bank, and Sound Bank. The Student’s Book is also available as an eBook.

Workbook Interleaved with the Student’s Book, File by File, for language practice after class. • All the Grammar, Vocabulary, and Practical English • Pronunciation exercises with audio. The audio can be accessed on Online Practice • Can you remember…? exercises for students to check their progress

Online Practice For students to practise and develop their language and skills or catch up on a class they have missed. • Look again: review the language from every lesson. • Practice: extra Reading, Writing, Listening, and Speaking practice. • Check your progress: students can test themselves, get instant feedback, and try an extra challenge. • Interactive video to practise the language from the Practical English lessons. • Sound Bank videos to learn and practise pronunciation of English sounds. FOR SPEAKERS OF SPANISH  

• Five extra online activities for every File to practise the key • • •

areas of Vocabulary, Pronunciation, and Listening skills that speakers of Spanish need. Extra online activities clearly signposted on the page, so students know when to go online. Students can download the Vocabulary and Grammar Pocket Book, with notes, examples, and translations, specially developed for speakers of Spanish. All Student’s Book and Workbook audio, video, scripts, wordlists, dyslexia-friendly texts, and CEFR Language Portfolio.

Say It app For students to learn and practise the sounds of English

• Individual sounds • Sounds in key words • Speak and record functionality

10

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For teachers Teacher’s Guide

Classroom Presentation Tool

Step-by-step procedural notes for all the lessons including: • an optional ‘books-closed’ lead-in for every lesson. • Extra challenge suggestions for ways of exploiting the Student’s Book material in a more challenging way if you have a stronger class. • Extra support suggestions for ways of adapting activities or exercises to make them work with weaker students. • Extra ideas for optional activities. FOR SPEAKERS OF SPANISH   References show you when there is extra material for your learners on Online Practice or in the downloadable Pocket Book.

All lesson plans include answer keys and audio scripts.

Teacher’s Resources on Oxford Premium

• The complete Student’s Book and Workbook • Photocopiable activities • All class audio and video, with interactive scripts • Answer keys for exercises in the Student’s Book, Workbook and photocopiable activities

• Dyslexia-friendly texts

 Class audio All the listening materials for the Student’s Book can be found on Teacher’s Resources on Oxford Premium, Classroom Presentation Tool, Online Practice, Student’s eBook, and the Class Audio CDs.

Oxford Premium offers teachers an invaluable range of resources, news, and features for your classes. You can access the site at oxfordpremium.es. Go to Oxford Premium for: • All the Student’s Book and Workbook audio/video files and scripts • Detailed lesson plans and answer keys from the Teacher’s Guide • Tests and assessment material, including: practice tests and extra material for students preparing for EOI tests; an Entry Test; Progress Tests; an End-of-course Test; a Quick Test for every File; and complete test for every File. There are A and B versions of all the main tests and audio files for all the Listening tests • CEFR documents and the English File programación • A wide range of online tools and resources to create your own classroom materials • Up-to-the-minute news articles on English and education • Webinars from experts on current pedagogical topics • Over 90 pages of photocopiable activities, including tips on how to use them, and customizable versions:

 Video Video listening

• Short documentary, drama, or animation for students at the end of even-numbered B lessons (2B, 4B, 6B, etc.)

Practical English

• A unique series of videos that goes with the Practical English lessons in the Student’s Book

Revise & Check video

• Street interviews filmed in London, New York, and Oxford to accompany the Revise & Check section All the video materials for the Student’s Book can be found on Teacher’s Resources on Oxford Premium, Classroom Presentation Tool, Online Practice, Student’s eBook, and the Class DVD.

Grammar

• An activity for every Grammar Bank, which can be used in class or for self-study extra practice

Communicative

• Extra speaking practice for every A and B lesson Vocabulary

• An activity for every Vocabulary Bank, which can be used in class or for self-study extra practice

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1A Eating in…and out G  present simple and continuous, action and non-action verbs V   food and cooking P   short and long vowel sounds

OPTIONAL LEAD-IN (BOOKS CLOSED)   Put Sts in pairs or small groups. Write this puzzle on the board, or read the categories out one by one, and get pairs / small groups to write down their answers: ONE RED FRUIT, ONE YELLOW FRUIT, ONE GREEN FRUIT

Lesson plan The topic of this first lesson is food and cooking. The lesson begins with some quotes about food, which lead into the Vocabulary Bank, where Sts extend their knowledge of words and phrases related to food and cooking. There is then a pronunciation focus on short and long vowel sounds, which is relevant to this lexical area and will be especially useful if your Sts are not familiar with the English File sound–picture system. Sts then do a food questionnaire before listening to six people, each answering one of the questions in the questionnaire. Sts read an article about new research which shows that eating at the right time can make us happier and healthier. In the second half of the lesson, Sts listen to an interview with Marianna Leivaditaki, the head chef at Morito, a popular restaurant in London. Extracts from the interview lead to the grammar focus, which is on the present simple and continuous, and Sts are introduced to the concept of action and non-action verbs. The lesson ends with a speaking activity where Sts discuss statements related to food, cooking, and restaurants. If you would like to begin the first lesson without the book, there is a Communicative photocopiable Getting to know you activity, two photocopiable revision Grammar activities, and one Vocabulary photocopiable Classroom language activity on Teacher’s Resources on Oxford Premium. There is an Entry Test on the Teacher’s Resources on Oxford Premium, which you can give Sts before starting the course.

More materials for speakers of Spanish For teachers on Oxford Premium Photocopiables Grammar  Introduction What do you remember? Introduction Don’t make these mistakes! present simple and continuous, action and non-action verbs Communicative  Getting to know you Describing a photo Vocabulary  Classroom language Food and cooking Resources Entry Test Tests for Escuelas Oficiales de Idiomas Wordlists and additional teacher resources For students Workbook 1A Online Practice  1A Plus extra Vocabulary, Pronunciation, and Listening for speakers of Spanish: more food and cooking; silent letters; Food in Spain Grammar and Vocabulary Pocket Book 12

TWO KINDS OF FOOD THAT SOME PEOPLE ARE ALLERGIC TO THREE KINDS OF FOOD THAT COME FROM MILK FOUR VEGETABLES THAT YOU CAN PUT IN A SALAD FIVE CONTAINERS THAT YOU CAN BUY FOOD IN SIX THINGS THAT PEOPLE SOMETIMES HAVE FOR BREAKFAST

Elicit answers and write them on the board (eliciting the spelling from Sts if you want to revise the alphabet).

1 VOCABULARY  food and cooking a Books open. Focus on the instructions and make sure Sts know what a quote is and the website Pinterest. Give Sts time to complete the gaps with a word or phrase from the list. Get Sts to compare with a partner, and then check answers. Model and drill the pronunciation of any words your Sts find difficult to pronounce. 1  pear  2  pasta  3  onions  4  tomato, fruit salad 5  cake  6  cookie

b Give Sts time to decide which quote they like best and why. Put Sts in pairs and get them to tell each other their favourite quote. Get some feedback from the class. You could also tell the class which quote is your favourite and why. c Tell Sts to go to Vocabulary Bank Food and cooking on p.224.

Vocabulary notes Food In this lexical group, as in many others, there are large numbers of useful words, and a selection has been made in order not to overwhelm Sts. However, words which are important in your Sts’ country because they are very common or popular foods may have been left out and it is important to teach them and get Sts to add them to the Vocabulary Bank page, so that they are equipped with the vocabulary they need to do the speaking activities which follow. Cooking Sts may ask what the difference is between baked and roast, as both mean cooked in the oven: baked is used for bread, cakes, and most sweet things, and also fruit or vegetables. Roast always means cooked with fat, and is used especially for meat and potatoes cooked in fat. Focus on 1 Food and get Sts to do a individually or in pairs. e 1.2  Now do b. Play the audio for Sts to listen and check. Check answers.

1A

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EXTRA SUPPORT   If you think Sts need more practice, you may want to give them the Vocabulary photocopiable activity at this point.

e 1.2

Food and cooking 1 Food

Fish and seafood 1 crab 7 lobster 5 mussels 6 prawns 2 salmon 3 squid 4 tuna Meat 11 beef 12 chicken 9 duck 10 lamb 8 pork

Fruit and vegetables 20 aubergine 14 avocado 25 beetroot 13 cabbage 24 cherries 22 courgette 18 cucumber 23 grapes 27 green beans 26 lemon 19 mango 15 melon 21 peach 16 pear 28 raspberries 17 red pepper

Now either use the audio to drill the pronunciation of the words, or model and drill them yourself. Give further practice of any words your Sts find difficult to pronounce. Focus on Activation and put Sts in pairs to discuss the questions. Get some feedback and write any new words on the board. Focus on 2 Cooking and get Sts to do a individually or in pairs. e 1.3  Now do b. Play the audio for Sts to listen and check. Check answers. e 1.3

2 Cooking 6 5 1 2 4 3

baked boiled fried grilled roast steamed

Now either use the audio to drill the pronunciation of the words, or model and drill them yourself. Give further practice of any words your Sts find difficult to pronounce. Now focus on Activation and get Sts to tell a partner how they like the four items to be cooked. Get some feedback from the class. Finally, focus on 3 Phrasal verbs and get Sts to do a individually or in pairs. e 1.4  Now do b. Play the audio for Sts to listen and check. Check answers. e 1.4

3 Phrasal verbs

1 I eat out a lot because I often don’t have time to cook. Luckily, there are lots of good restaurants near where I live. 2 I’m trying to cut down on coffee at the moment. I’m only having one cup at breakfast. 3 The doctor told me that I should completely cut out all cheese and dairy products from my diet. EXTRA CHALLENGE  

Get Sts to make a true sentence about themselves using each phrasal verb. Tell Sts to go back to the main lesson 1A.

d Tell Sts to look at the list of adjectives that are used to describe food. You might want to point out that hot here means the same as spicy. Either put Sts in pairs or do this as a whole-class activity. If Sts worked in pairs, elicit their ideas. Elicit the meaning of each adjective and drill pronunciation. Possible answers fresh fish, vegetables, etc. frozen peas, fish, pizza etc. hot / spicy sauce, chicken, etc. low-fat yogurt, cheese, etc. raw fish, vegetables, etc. tinned tomatoes, tuna, etc.

e e 1.5  Focus on the instructions and make sure Sts understand what they have to do. Point out that the first one (raw beetroot) has been done for them. Play the audio for Sts to complete the task. Check answers. You may want to point out to Sts that yogurt can also be spelled yoghurt. Model and drill pronunciation of any words your Sts find difficult to pronounce. 2  spicy prawns, hot food   3  fresh tuna   4  low-fat yogurts   5  tinned red peppers   6  frozen raspberries

e 1.5

1 A What do I need to make the soup? B Well, first of all, you need raw beetroot, not the cooked kind. Three or four should be enough. 2 A What are you going to have as a starter? B I think I’ll have the spicy prawns. I love hot food. 3 A How should I cook this fresh tuna? B Just grill it for a few minutes on each side. 4 A Are you going to the shops? Could you get me some low-fat yogurts? B Sure. What flavour do you want? A Just plain. 5 A What else can I put in this rice salad? B Well, we’ve got some tinned red peppers. How about those? 6 A I never buy frozen raspberries. B No, they taste OK, but the texture just isn’t the same. FOR SPEAKERS OF SPANISH  

Online Practice Vocabulary:

more food and cooking FOR SPEAKERS OF SPANISH  

Pocket Book Vocabulary: food

and cooking

2 PRONUNCIATION  short and long vowel sounds Pronunciation notes Sts work on distinguishing between two similar sounds (one short and one long) and they look at the typical spellings for these sounds. Then there are exercises to show Sts how useful it is for them to be able to understand the phonetic transcription of words given in print or online dictionaries. a Focus on the eight sound pictures. If your Sts are not familiar with them, explain that the sound pictures give a clear example of a word with the target sound, and they help Sts remember the pronunciation of the phonetic symbol (there is one for each of the 44 sounds of English).

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Elicit and drill the first two words and sounds: fish /ɪ/ and tree /iː/. Now put Sts in pairs and get them to work out the other six words and sounds. Check answers. 3  cat /æ/  4  car /ɑː/  5  clock /ɒ/  6  horse /ɔː/   7  bull /ʊ/  8  boot /uː/

Finally, ask Sts how they know which sounds are long. The two dots /ː/ tell you that a sound is long.

b e 1.6  Focus on the instructions and point out to Sts that they have to match the letters in pink in the phrases to the sounds in a. Give Sts time, in pairs, to complete the task. Tell them that this kind of exercise is easier if they say the phrases aloud to themselves. Play the audio for Sts to listen and check. Check answers. Point out to Sts that tuna is pronounced /ˈtjuːnə/, not /ˈtuːnə/. crab salad  3  grilled squid  1  a jar of raspberry jam  4 ​  ​ steamed green beans  2  a good cook 7  hot sausages  5 ​ raw pork  6  ​tuna with beetroot  8

cat /æ/  crab salad fish /ɪ/  grilled squid car /ɑː/  a jar of raspberry jam tree /iː/  steamed green beans bull /ʊ/  a good cook clock /ɒ/  hot sausages horse /ɔː/  raw pork boot /uː/  tuna with beetroot

Now play the audio again, pausing after each phrase for Sts to listen and repeat. EXTRA SUPPORT   You could play the audio first for Sts to hear the phrases before they do the matching activity. EXTRA SUPPORT  

If these sounds are difficult for your Sts, it will help to show them the mouth position. You could model this yourself or use the Sound Bank videos on Online Practice. FOR SPEAKERS OF SPANISH  

Online Practice Pronunciation:

silent letters

3 LISTENING & SPEAKING  understanding key words in questions

a Focus on the questionnaire and give Sts time, in pairs, to try to guess what the words and phrases in bold mean. Check answers. Model and drill pronunciation. topping /ˈtɒpɪŋ/ = a layer of food that you put on top of a dish, to add flavour filling /ˈfɪlɪŋ/ = food put inside a sandwich ready-made /redi ˈmeɪd/ = prepared in advance so that you can eat it immediately or after heating it takeaway /ˈteɪkəweɪ/ = a meal that you buy in a restaurant that cooks and sells food that you take away and eat somewhere else, usually at home allergic /əˈlɜːdʒɪk/ = when you react badly or feel sick when you eat sth intolerant /ɪnˈtɒlərənt/ = not able to eat particular foods without becoming ill

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b e 1.7  Focus on the instructions and give Sts time to quickly read all the questions in Your food profile again, and make sure they understand them. Point out that the first one has been done for Sts. Play the audio once the whole way through for Sts just to listen. e 1.7 Emma

Definitely tea. I went to Slovenia on holiday recently, and I was staying in a hotel and they didn’t have any real English breakfast tea. I really missed it in the mornings.

Sarah I absolutely love pasta, and I try and eat it whenever I can, so I would find it really difficult to…to live without pasta. Pasta and pesto is my favourite meal, and I have it at least twice a week, normally when my husband’s away, because he’s always telling me not to eat so much pasta.

John Yes, er, quite often. My wife’s from Asia, from Indonesia, so we often…we often eat hot food. Erm, I love hot food, er, curries, any Indonesian food. I also love Thai food, like a good green curry.

Rob

e 1.6

3 1 4 2 7 5 6 8

cheer yourself up = to make yourself happier miss /mɪs/ = feel sad because you can’t have sth

I guess, like a lot of people, I tend to eat chocolate in that situation – chocolate or ice cream, maybe. Definitely something sweet.

James Only caffeine, actually, which I didn’t use to be. I used to drink a lot of coffee, but a few years ago I started noticing that it was… it was affecting me quite badly when I drank coffee. I was getting headaches and, er, I’ve never been tested for it, but, er, I’ve stopped drinking caffeine – caffeine in coffee – and I think…I think I feel better.

Sean I like spicy ones, and I like them with meat, so maybe pepperoni. That’s what I always end up ordering in an Italian restaurant.

Now play the audio again, pausing after each speaker for Sts to match each one to a question. Play again if necessary. Check answers. EXTRA SUPPORT   Read through the script and decide if you need to pre-teach any new lexis before Sts listen.

Sarah  6  John  2c  Rob  4a  James  3  Sean  1b

c Tell Sts that they are going to listen to the six speakers again and that this time they must write down the food or drink the speakers mention. Play the audio, pausing after each speaker to give Sts time to write. Get Sts to compare with a partner, and then check answers. Emma  tea   Sarah  pasta   John  curries, Indonesian food, Thai food   Rob  chocolate, ice cream   James  caffeine / coffee   Sean  meat / pepperoni

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d Put Sts in pairs and get them to ask and answer the questions in Your food profile, giving as much information as possible. They should see if they have anything in common. EXTRA SUPPORT   Demonstrate the activity by answering one or two of the questions yourself before putting Sts in pairs.

Monitor and help with any food vocabulary. EXTRA CHALLENGE  

Before Sts give feedback, you may want to teach them the phrases Both of us… and Neither of us…, which they can use to show what they have in common. Highlight that the verb is plural after Both of us and singular after Neither of us. Get feedback from different pairs to find out if they have anything in common.

4 READING  using your own experience to understand a text a Put Sts in pairs and get them to tell each other at what time they usually do each activity. EXTRA SUPPORT   Quickly revise telling the time by drawing different clocks on the board and eliciting the times. Remind Sts that we can tell the time in two ways, e.g. six thirty or half past six.

Get some feedback from various pairs. b Give Sts time to read the article and answer the question. Get feedback from various pairs. EXTRA SUPPORT  

Before Sts read the article the first time, check whether you need to pre-teach any vocabulary. c Give Sts time to read the article again. Then in pairs, get Sts to answer questions 1–6. Check answers. 1 Because you’re less likely to be at risk of heart disease as an adult. 2 It can make us more mentally alert. 3 Having steak and chips for lunch means we digest it better. Having it for dinner makes our blood glucose levels higher. 4 Because our sense of smell and taste are at their best at this time. 5 a  yoga or going for a walk  b  running or cycling 6 Because it helps us to go to sleep.

Deal with any other new vocabulary, but not the words in d. Model and drill the pronunciation of any tricky words. d Focus on the instructions and make sure Sts know what they have to do. Get Sts to compare with a partner, and then check answers. 1  heart  2  stomach  3  liver  4  brain  5  muscles  6  lung a We have one heart, stomach, liver, and brain. b We have two lungs. c We have more than two muscles.

e Put Sts in pairs and get them to discuss the two questions. Get some feedback from various pairs. You could tell Sts what you think about the information in the article.

5 LISTENING  predicting content using visual clues a Focus on the introduction and read it as a class. You may want to elicit from Sts that Cretan is the adjective used for someone from Crete, a Greek island. EXTRA SUPPORT   Ask Sts some comprehension questions, e.g. Where is Marianna’s mother from? (Scotland), Who owned a seafood restaurant? (Marianna’s parents), Where does Marianna work now? (Morito / London), etc.

Put Sts in pairs and get them to look at the photos and then tell each other how they think each extract finishes. Get some ideas from the class, but don’t tell Sts if they are correct. b e 1.8  Tell Sts they are going to listen to Part 1 of an interview with Marianna, and they must check their answers to a. Play the audio once the whole way through. Get Sts to compare with their partner, and then play again if necessary. Check answers. EXTRA SUPPORT   Read through the scripts and decide if you need to pre-teach any new lexis before Sts listen.

1  my dad caught   ​2  lemon and olive oil   ​3  a small blue notebook  ​4  animals, a garden, olive trees, and grapes   ​ 5  Greek sandwich with pitta bread

e 1.8

(script in Student’s Book on p.197)

I = interviewer, M = Marianna Leivaditaki Part 1

I With me today I have Marianna Leivaditaki, head chef of the Morito restaurant in Hackney. Marianna, what was your favourite food when you were a child? M At home we ate a funny mixture because of my parents. Fresh fish, bacon and eggs for breakfast on Sundays, and traditional apple pies. But my favourite was fish. We ate fish every day, which my dad caught. In fact, my dad still goes fishing every night! I Wow! M Yes, we were very lucky because not all families could do that – could eat fish every day. Even on an island, fish is expensive, unfortunately. I Did your dad catch fish for the family or for the restaurant? M For both. Except for lobsters. When he caught a lobster, he never sold it; it was always for us. We boiled it and ate it with lemon and olive oil. You don’t need anything except lemon and olive oil when fish and seafood is really fresh. That’s how I cook lobsters nowadays in the restaurant, in Morito. I Were you interested in cooking when you were a child? M Oh yes. I spent every evening in our restaurant, and instead of playing with the other children, I usually helped in the kitchen. I wrote down recipes which I wanted to cook for the family in a small blue notebook. I So your love of food and cooking came from your parents? M From my parents and also from my aunt, and from many inspiring ladies who surrounded me when I was growing up. My aunt, Thia Koula, had animals, a garden, olive trees, and grapes. In the summer, I often spent all day with her. She knew everything about wild food in Crete. She only ate what she had grown or found or made herself. It’s such a beautiful way to eat. I Did you ever eat out as a child? M Never in the evening, because our restaurant was open for dinner seven days a week, but occasionally my mum used to buy me and my brother souvlaki for lunch, a sort of Greek sandwich with pitta bread. Inside it has pork, tomato, red onion, and lots of thick yogurt.

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c Now tell Sts to listen again and write down anything else about each photo. Get Sts to compare with their partner, and then check answers. See script 1.8 EXTRA SUPPORT   Play the audio again, pausing after Marianna mentions each photo to give Sts time to make notes.

d e 1.9  Tell Sts they are now going to listen to Part 2 of the interview. Focus on the questions and quickly go through them. Play the audio once the whole way through. You could pause after each question is answered to give Sts time to make notes. Play again if necessary. Get Sts to compare with a partner, and then check answers. 1 She studied psychology at Kent University. She travelled round southern Europe and South America. She went back to Crete and worked in the family restaurant. 2 When she was a student, she used to save money and go and eat there. Because she wanted to work there. 3 She became head chef. 4 It has more Cretan dishes on the menu. 5 Four or five times a year. They share all the food and always order too much.

e 1.9

(script in Student’s Book on p.197)

Part 2

I So did you always want to be a chef, to have your own restaurant? M No, not at all. I wanted to be a psychologist, and when I was eighteen, I came to the UK to study at Kent University. Then I decided I didn’t want to be a psychologist after all, and I went travelling for a bit – I’d saved some money at university because I worked in the evenings. I went all around southern Europe and also to South America, to Ecuador. I tried all sorts of different dishes and fell in love with food again, so I went back to Crete and worked in our family restaurant for two years. I Why did you come back to the UK? M Well, I wanted to continue working as a chef, but I needed a bigger challenge. And when I was a student in the UK and I missed good food, I used to save money and go to London to have dinner in the restaurant called Moro. It wasn’t Greek food, but it was Mediterranean, Spanish, North African, and I loved it. So when I came back to London, I went to Moro and I said, ‘I want a job’ – and they gave me one. I And what happened then? M Well, really slowly, through hard work, and after seven years, I became head chef. It was magic. And then the owners of Moro, Samantha and Samuel Clark, suggested that I help them open Morito. I How is Morito different from Moro? M It’s the same inspiration, and many of the dishes are similar, but because I run the kitchen, I have been able to have more Cretan dishes on the menu – dishes from my childhood. This week, for example, I’m making ntakos, a Cretan salad made with fresh goat’s cheese, tomato, and bread. I Do you go back to Crete much? M Yes, I go to Crete maybe four or five times a year. My family’s restaurant is closed now, but I go out for lunch with my friends, the people I miss when I’m in London. Food comes, and we share everything. We always order too much, and by the end of it we feel incredibly full. I Well, Marianna, it's been great chatting to you, and thanks for coming in. M Thank you very much for having me.

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EXTRA SUPPORT   If there’s time, you could get Sts to listen again with the two scripts on p.197, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases.

e Put Sts in pairs and get them to tell each other about the three questions. Get feedback from various pairs, or simply ask the whole class. You could also tell them about yourself. FOR SPEAKERS OF SPANISH  

Online Practice Listening: Food

in Spain

6 GRAMMAR  present simple and continuous, action and non-action verbs

a Give Sts time to circle the correct form in each sentence. Then get them to compare with a partner. b e 1.10  Play the audio for Sts to listen and check. Give Sts time, in their pairs, to say why they think each form is used. Check answers, getting Sts to explain why (in their L1 if necessary) the other form is wrong. For 1, they may simply ‘feel’ that need is correct without being able to explain why. This would be a good moment to explain about action / non-action verbs (see Grammar notes). 1 don’t need (It’s a non-action verb, not normally used in the continuous.) 2 I’m making (It’s a temporary action which is only happening this week.) 3 I go (It’s a habitual action.)

e 1.10

1 You don’t need anything except lemon and olive oil when fish and seafood is really fresh. 2 This week, for example, I’m making ntakos, a Cretan salad made with fresh goat's cheese, tomato and bread... 3 I go to Crete maybe four or five times a year.

c Tell Sts to go to Grammar Bank 1A on p.204. If your Sts haven’t used the English File series before, explain that all the grammar rules and exercises are in this part of the book.

Grammar notes Present simple At this level, Sts should be clear about the form and use of the present simple. Remind Sts of the difference in pronunciation of the third person -s, i.e. /s/ (verbs ending in an unvoiced consonant, e.g. cooks, eats), /z/ (verbs ending in a vowel sound or voiced consonant, e.g. plays, has), and /ɪz/ (verbs where you have added -es, e.g. watches, finishes). Remind them too of the irregular pronunciation of (he / she / it) says /sez/ and does /dʌz/. !   The present simple is also occasionally used to refer to the future, e.g. The next train leaves at 7.30. This use is not dealt with here.

Present continuous Sts who don’t have a continuous form in their language may need reminding that this is the form they must use when they are talking about temporary actions in progress now, this week, this month, etc. Remind Sts of the use of the present continuous for future arrangements. This will be revised fully together with the other future forms in 1B.

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Action and non-action verbs These are often called Dynamic / Stative or Progressive / Non-progressive verbs. We have called them Action / Non-action, as we think this helps to make the difference clearer for Sts. When Sts look at the list of common non-action verbs, you may want to point out that enjoy isn’t there. It describes a state or feeling, so Sts might expect it to be a non-action verb, but in fact it’s an exception, and is an action verb, e.g. Are you enjoying your dinner? You could also point out that look is normally a non-action verb (e.g. That looks delicious), but look at is an action verb (e.g. We’re looking at the menu). There are several other verbs which can be both action and non-action, e.g. see, feel. The Grammar Bank uses have and think as clear examples. Focus on the example sentences and play audio e 1.11, e 1.12 and e 1.13 for Sts to listen and repeat. Encourage them to copy the rhythm. Then go through the rules with the class. Focus on the Verbs that can be both action and non-action box and go through it with the class. Now focus on the exercises and get Sts to do them individually or in pairs. Check answers, getting Sts to read the full sentences. a 1  is coming   2  doesn’t want   3  isn’t working   4  seems  5  aren’t speaking   6  thinks  7  Do we need   8  I’m having   9  I love   10  tastes b 1 2 3 4 5 6 7 8 9 10

I have high cholesterol, so I never eat fried food. Are you taking any vitamins at the moment? Don’t eat the spinach if you don’t like it. Does your boyfriend know how to cook fish? We order takeaway pizzas once a week. What is / ’s your mother making? It smells delicious! You look sad. What are you thinking about? I think the diet in my country is getting worse. How often do you have seafood? I don’t usually cook red meat.

Tell Sts to go back to the main lesson 1A. EXTRA SUPPORT   If you think Sts need more practice, you may want to give them the Grammar photocopiable activity at this point.

On a typical day •  What do you usually have for breakfast? •  Do you drink fizzy drinks, e.g. Coke? How many glasses do you drink a day? •  Where do you normally have lunch? •  What do you usually have for lunch during the week? •  Do you ever cook? What do you make? •  Do you prefer eating at home or eating out? At the moment / Nowadays •  Are you taking vitamins or food supplements at the moment? •  Are you trying to cut down on anything at the moment? •  Do you need to buy any food today? •  Do you want anything to eat right now? •  Is the diet in your country getting better or worse? EXTRA SUPPORT   You could write the full questions on the board and underline the stressed words to help Sts get the rhythm correct (see answer key above).

Monitor as Sts work in pairs, making sure they are using the present simple and continuous correctly. The focus here should be on accurate practice of the grammar. Get some feedback from various pairs. FOR SPEAKERS OF SPANISH   Pocket Book Grammar: present simple and continuous, action and non-action verbs

7 SPEAKING a Focus on the instructions and go through statements 1–6, making sure Sts understand each one. Give Sts time to decide whether they agree with each statement and to think of three reasons or examples for each one. b MEDIATION ACTIVITY   Focus on the Agreeing and disagreeing box and go through it with the class. Put Sts in pairs or small groups and tell them to spend at least two minutes discussing each topic. Monitor and encourage Sts to use the phrases for agreeing and disagreeing. Don’t over-correct, but make a note of any errors that you may want to focus on when they finish speaking. Get some feedback from various pairs or groups. EXTRA CHALLENGE   If your Sts are confident, you could give them some more sophisticated language for agreeing and disagreeing, e.g. I completely / totally (dis)agree, I agree up to a point, I couldn’t agree more.

d Focus on the question prompts and elicit / explain the meaning of diet here (= the food that you eat and drink regularly). Model and drill its pronunciation. Now elicit that the question prompts under On a typical day are habitual actions, so should be present simple, and Sts must add do you. The ones under At the moment / Nowadays are things in progress, and if the verbs are action verbs, they should be present continuous; if they are non-action, they should be present simple. Elicit the questions from the class to check that they are forming the questions correctly, and that they are using the correct rhythm, i.e. stressing the ‘information’ words.

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1B Modern families G   future forms: present continuous, be going to, will / won’t V   family, adjectives of personality P   sentence stress, word stress

Lesson plan The context of this lesson is the family. Sts begin by revising family vocabulary and talking about family life in the UK and in their country. The grammar focus is on the three most common future forms. Sts will have studied them all separately, but probably haven’t had to discriminate between them before. There is then a pronunciation focus on sentence stress patterns in future forms. In the second half of the lesson, the focus shifts to relationships between siblings. Sts extend their knowledge of adjectives to describe personality, and also practise the word stress in these adjectives. Sts then read an article about how birth order affects our personality. The lesson ends with a listening and speaking about a time they or a sibling behaved badly, and a writing focus on describing a person.

More materials for speakers of Spanish For teachers on Oxford Premium Photocopiables Grammar  future forms: present continuous, be going to, will / won't Communicative  Who is it? Vocabulary Personality For students Workbook 1B Online Practice 1B Plus extra Vocabulary and Pronunciation for speakers of Spanish: adjectives of personality; word stress Grammar and Vocabulary Pocket Book OPTIONAL LEAD-IN (BOOKS CLOSED)   Revise family words by drawing a quick family tree of your family (including, if possible, aunts, uncles, nephews, nieces, and cousins) and tell Sts a little about them.

Put Sts in pairs and get them to do the same.

1 VOCABULARY & SPEAKING family a Books open. In pairs, Sts discuss the difference between the words and phrases in 1–8. Check answers. 1 A father is the male parent of a child. A parent is the mother or father. 2 A stepmother is married to your father, but she isn’t your biological mother. 3 A brother-in-law is the brother of your husband / wife, or your sister’s husband. 4 A stepsister is the daughter of your stepmother or stepfather and their previous husband or wife. She isn’t biologically related to you. A half-sister shares one parent with you, either your mother or your father. 5 A grandfather is your father or mother’s father. A greatgrandfather is your father or mother’s grandfather.

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6 An adopted child is one who has become part of a family which is not the one in which he or she was born. An only child is a child who doesn’t have brothers or sisters. 7 ‘Brothers and sisters’ and ‘siblings’ mean the same thing, but sibling is a more formal word and is used for both genders. 8 Your immediate family are your parents, children, brothers, and sisters. Your extended family is anyone related to you who is not your immediate family, e.g. your uncles, aunts, cousins, grandparents, etc.

b Focus on the instructions. Then read the introduction together and make sure Sts understand survey (= an investigation of the opinions, behaviour, etc. of a particular group of people) and statistics (= a collection of information shown in numbers). You might also want to check they know the meaning of the noun row (= argument). Now give Sts time, in pairs, to complete the gaps with the numbers from the list. c e 1.14  Play the audio for Sts to listen and check. Check answers. 1  14%  2  45%  3  40%  4  30  5  32  6  10%  7  17%  8  2

e 1.14

The modern family Family life is changing all over the world, and it’s not just the structure of the family, but also its habits. A recent survey of British family life showed some surprising statistics. Family structure Sixty per cent of families have married parents. Twenty-two per cent are single-parent families. Only fourteen per cent of the single parents are men. Forty-five per cent of families have one child, forty per cent have two, and fifteen per cent have three or more. Eleven per cent of families have stepchildren. On average, women get married at thirty and men at thirty-two. Family habits
 Twenty per cent of families only eat together once or twice a week, and ten per cent never eat at the same time. They visit friends or extended family twice a month. Seventeen per cent of people have family members who they never speak to or contact. Seventy-five per cent of people are happiest with their families, and seventeen per cent with their friends. The average family has two rows each day, and the most common cause is children or teenagers refusing to put down their phones or tablets.

Remind Sts that this survey was done in the UK. Give them time to think which results they think would be very different for their country. Get some feedback. d Focus on the questions and make sure Sts know the meaning of argue (= to speak angrily to somebody because you disagree with them). Give Sts time to think about their answers. Now go through the Politely refusing to talk about something box. Point out that in class Sts do a lot of asking and answering questions, and if there are any which they would feel uncomfortable answering, to respond with this phrase.

1B

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Put Sts in pairs or small groups. Tell them to discuss the questions. Monitor and help when necessary. Get some feedback from various pairs or groups.

2 GRAMMAR  future forms a e 1.15  Focus on the instructions. Play the audio once the whole way through. Play again if necessary. Check answers. A 2; They’re talking about a party that she’s going to. B 3; They’re talking about if he can borrow her car. C 1; They’re talking about what he’s going to do next year.

e 1.15

(script in Student’s Book on p.197)

1

A So what are you going to do next year, dear? Are you going to go to university? Adam? Can you hear me? B Sorry, Gran. What did you say? A I said, ‘Are you going to go to university next year?’ B No, Gran. I’ve already told you loads of times. I’m not going to go to university. I’m going to look for a job. I need to earn some money. A All right, dear, you don’t need to shout. I can hear perfectly well, thank you. What’s the time now? B Ten to four. Shall I make you a cup of tea? A Yes, please, dear. That’d be very nice.

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A Bye. See you tomorrow. B Bye. Hey, what do you mean tomorrow? Aren’t you coming back tonight? A No, I told you about it yesterday. I’m going to a party at Katie’s. I’m staying the night there. B Who else is going? A Oh, just the usual crowd. You don’t know any of them. B Well, make sure you don’t go to bed too late. And don’t forget to… A Bye! B Where’s your coat? You can’t go out like that. It’s going to be cold tonight! A Bye!

3

A B A B A B A

Can I use your car tonight? No, you can’t. You said you didn’t need it. Why can’t I borrow it? Because you won’t look after it. You’ll drive too fast. I won’t. I promise I’ll drive really slowly. I’ll be really careful. Oh, all right, then. Thanks. See you.

EXTRA IDEA  

Alternatively, you could pause the audio after each conversation, play it again if necessary, and check the answer. b Give Sts time to go through sentences a–f and think what the missing words might be. EXTRA CHALLENGE   Get Sts, in pairs, to decide before they listen again how to complete the gaps.

Play the audio again, pausing after each conversation. Check answers. 1 a  going to go b  Shall I make 2 c ’m staying   d  ’s going to be 3 e ’ll drive   f  ’ll be

c Focus on the instructions and make sure Sts understand the difference between a plan or intention, and an arrangement (= a plan for which you have already made preparations, e.g. booking a ticket, a hotel, or a table in a restaurant). Put Sts in pairs to complete the task. Check answers. a plan or intention:  a  a prediction:  d, e   an offer:  b   an arrangement:  c  a promise:  f

From this, elicit from Sts that, generally speaking, we use going to for plans and predictions; will / won’t for predictions, offers, and promises; and the present continuous for arrangements. d Tell Sts to go to Grammar Bank 1B on p.205.

Grammar notes Sts often have problems using future forms correctly in English, mainly because the future form used depends on what the speaker wants to say, e.g. whether he / she wants to express a plan or pre-arranged event, or make an ‘instant’ decision at that moment. This means that Sts often can’t use the same form that they would use in their L1. The important thing to emphasize is that we use going to (or present continuous) for things we have already decided to do, i.e. our plans, intentions, or arrangements, whereas will + infinitive is used for decisions made at the time of speaking, and also for offers, promises, and future facts. A typical mistake here is to use the present simple for offers: I carry your bag for you. Remind Sts that shall is only used with I and we, e.g. Shall I…? for offers, or Shall we…? for offers or suggestions. Some British people use I / We shall instead of I / We will, but it isn’t common, especially in spoken English. Shall / shan’t is never used to express an instant decision. !   You may want to point out that in song lyrics, going to is usually transcribed as gonna (because that is how it sounds when sung quickly). Focus on the example sentences and play audio e 1.16, e 1.17, e 1.18 and e 1.19 for Sts to listen and repeat. Encourage them to copy the rhythm. Then go through the rules with the class. Now focus on the exercises and get Sts to do them individually or in pairs. Check answers, getting Sts to read the full sentences. a 1  6  b 1 2 3 4 5 6 7 8

Shall  2  ’ll make   3  f  4  Are you going to go   5  won’t tell  ​ ’re visiting   7  will go down   8  f  9  Shall I promise I will / ’ll phone every day. He is / ’s going to do a degree in engineering. No, I am / ’m working late. Yes, I will / ’ll have the prawns, please. OK. Shall we get a takeaway? No problem, I will / ’ll lend you some. No, the weather forecast says it is / ’s going to rain / will rain. Shall I pick you up from from the airport?

Tell Sts to go back to the main lesson 1B.

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EXTRA SUPPORT   If you think Sts need more practice, you may want to give them the Grammar photocopiable activity at this point. FOR SPEAKERS OF SPANISH  

Pocket Book Grammar: future

forms

3 PRONUNCIATION & SPEAKING sentence stress

Pronunciation notes As Sts should already know, in English, words which are stressed more strongly are the ones which carry information, e.g. I went to the cinema on Friday night. These are typically verbs, nouns, adjectives, and adverbs. The ‘non-information’ words (e.g. personal pronouns, articles, and little words like to, of, on, as, etc.) are pronounced less strongly, and these words often get shortened when we speak, e.g. to becomes /tə/. It is this mixture of stressed and unstressed words which gives English its rhythm, and Sts need plenty of practice until correct stress and rhythm becomes instinctive. a e 1.20  Focus on the Sentence stress box and go through it with the class. Give Sts time to read the sentence, and then elicit with a show of hands who thinks the pink words are stressed. Play the audio once the whole way through. Check the answer. They are stressed.

e 1.20

See the sentence in Student’s Book on p.13

Then play the audio again for Sts to listen and repeat. b e 1.21  Tell Sts they are going to hear four sentences and they must listen for the stressed words and write them in the pink boxes in the sentences. Play the audio, pausing after each sentence to give Sts time to write. Get Sts to compare with a partner, and then check answers. 1 2 3 4

sister’s, having, baby, April anyone, family, moving, house, soon see, parents, weekend think, live, home, next, year

e 1.21 1 2 3 4

My sister’s having a baby in April. Is anyone in your family moving house soon? Are you going to see your parents at the weekend? Do you think you’ll live at home next year?

c Now tell Sts to look at the words they have written and try to remember what the complete sentence or question is. Tell Sts to listen to the audio again and complete any gaps they have. Play the audio again. Check answers, eliciting the sentences onto the board. 1 2 3 4

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d Play the audio again, pausing after each sentence for Sts to listen and repeat, copying the rhythm. Encourage them to pronounce the stressed words (in the pink boxes) more strongly and not to stress the other words. Then repeat the activity, eliciting responses from individual Sts. EXTRA SUPPORT   Put Sts in pairs and get them to practise saying the sentences.

e Put Sts in pairs and get them to ask and answer the questions, giving as much information as possible. You could demonstrate the activity by answering a couple of questions first. Get some feedback from various pairs. EXTRA SUPPORT  

Before Sts ask and answer the questions in pairs, get them to underline the content words in the questions. Check answers and drill the questions. Is anyone in your family…? •  getting married in the near future •  travelling abroad this month •  having a baby this year •  celebrating their birthday soon Are you going to…? •  do something with a family member this week •  have a big family get-together soon •  go on holiday with your family this year •  visit a relative this weekend Do you think…? • more couples will have just one child in the future • more young adults will live with their parents in the future •  anyone in your family will live to be 90 or older • you’ll move away from (or back to) the area where your family live EXTRA SUPPORT   Write possible short responses on the board to help Sts to answer the questions, e.g. MAYBE. / PERHAPS. / PROBABLY., I DON’T THINK SO., I HAVE NO IDEA. Tell them that they should then give a reason for their answer.

4 VOCABULARY  adjectives of personality a Focus on the instructions. Point out the heading, Opposites attract, and tell Sts that the adjectives they have to complete are the opposites of the first adjectives. Give Sts time to complete the adjectives in 1–5. Check answers, eliciting from Sts what the adjectives mean. Model and drill pronunciation. You could ask Sts if they agree that opposites attract and if they can give any examples. 1  shy  2  mean  3  lazy  4  quiet  5  serious EXTRA SUPPORT   First, elicit the meaning of the adjectives in the first half of sentences 1–5. Then give Sts time, in pairs, to complete the opposites.

b Tell Sts to go to Vocabulary Bank Personality on p.225.

My sister’s having a baby in April. Is anyone in your family moving house soon? Are you going to see your parents at the weekend? Do you think you’ll live at home next year?

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Vocabulary notes This Vocabulary Bank gives Sts adjectives to describe personality, and also introduces them to using negative prefixes to make opposite adjectives. A good print or online dictionary will give opposite adjectives, using prefixes. Encourage Sts to learn positive and negative adjectives with prefixes – this will help them to expand their vocabulary more quickly and effectively. Focus on 1 What are they like? and elicit / teach that the question What are they like? = What kind of personality do they have? Get Sts to do a individually or in pairs. You might want to point out that SYN stands for synonym. EXTRA SUPPORT   Let Sts use their dictionaries to help them with this section.

e 1.22  Now do b. Play the audio for Sts to listen and check. Check answers. e 1.22

Personality

1 What are they like? 1 Selfish people think about themselves and not about other people. 2 Spoilt children are rude and behave badly because they are given everything they want. 3 Mature people behave like adults. 4 Honest people always tell the truth and never steal or cheat. 5 Charming people have an attractive personality, and people like them. 6 Sensible people have common sense and are practical. 7 Sociable people are friendly and enjoy being with other people. 8 Anxious people are often worried or stressed. 9 Imaginative people have a good imagination. 10 Independent people like doing things on their own, without help. 11 Bossy people like telling other people what to do. 12 Insecure people are not confident about themselves. 13 Sensitive people can be easily hurt or offended. 14 Stubborn people never change their opinion or attitude about something. 15 Patient people can wait for a long time or accept difficulties without getting angry. 16 Ambitious people want to be successful in life. 17 Reliable people are ones who you can trust or depend on. 18 Self-confident people are sure of themselves and their abilities. 19 Rebellious people don’t like obeying rules. 20 Moody people have moods that change quickly and often. 21 Competitive people always want to win. 22 Affectionate people show that they love or like other people very much.

Now either use the audio to drill the pronunciation of the sentences, or model and drill them yourself. Give further practice of any words your Sts find difficult to pronounce. EXTRA IDEA   If your Sts’ L1 is a Latin-based language, many of these adjectives may be quite similar. Get them to underline the ones that are similar, and highlight or circle the ones that are completely different.

Now focus on Activation and tell Sts, in pairs, to decide which are positive. Get feedback.

Suggested answers mature  honest  charming  sensible  sociable  imaginative  independent  patient  reliable  self-confident  affectionate EXTRA SUPPORT   Tell Sts, in pairs, to cover the adjectives and look at the sentences. They must try to remember the adjectives.

Focus on 2 Negative prefixes and explain that with some adjectives of personality, the opposite is a completely different word, but for others you simply add a negative prefix. Focus on the Negative prefixes box and go through it with the class. Get Sts to do a individually or in pairs. e 1.23  Now do b. Play the audio for Sts to listen and check. Check answers. e 1.23

2 Negative prefixes

un- / dis-: unambitious, unfriendly, dishonest, unimaginative,  unkind, disorganized, unreliable, unselfish, unsociable, untidy in- / im- / ir-: immature, impatient, irresponsible, insensitive

Now either use the audio to drill the pronunciation of the adjectives, or model and drill them yourself. Give further practice of any words your Sts find difficult to pronounce. Elicit that un- is by far the most common negative prefix. Explain also that im- is used before adjectives beginning with p or m, e.g. impossible, immature, and ir- is used before adjectives beginning with r, e.g. irregular. Finally, ask Sts which adjective + prefix has a positive meaning. Unselfish has a positive meaning.

Focus on Activation and get Sts to cover the columns and test themselves. Finally, focus on the False friends box and go through it with the class. Tell Sts to go back to the main lesson 1B. EXTRA SUPPORT   If you think Sts need more practice, you may want to give them the Vocabulary photocopiable activity at this point. EXTRA IDEA   Tell Sts to write down the first three adjectives of personality that come into their heads. Get Sts to compare their adjectives with a partner. Then tell them that the activity they have just done is a personality test. The first adjective they wrote down is how they see themselves, the second is how other people see them, and the third is what they are really like. Ask Sts if they agree with their results. FOR SPEAKERS OF SPANISH  

Online Practice Vocabulary:

adjectives of personality FOR SPEAKERS OF SPANISH  

Pocket Book Vocabulary:

personality

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5 PRONUNCIATION  word stress Pronunciation note Adjective prefixes and suffixes Negative prefixes (e.g. un-, im-, and in- added to adjectives) are never stressed, e.g. unfriendly NOT unfriendly. The common adjective endings -ous (e.g. jealous), -able / -ible (e.g. sociable, responsible) and -ive (e.g. talkative) are also unstressed. The pronunciation of -ous and -able /-ible is the /ə/ sound, while -ive is pronounced /ɪv/. a Focus on the task and remind Sts that with multi-syllable words, they must always learn which syllable is stressed. You may also want to point out that some of these adjectives may be very similar to ones in their language, but stressed on a different syllable, e.g. ambitious = Spanish ambicioso. Now focus on the adjectives, and elicit / explain that 1–4 are grouped according to their endings, and that 5 is adjectives with negative prefixes. Get Sts, individually or in pairs, to practise saying the adjectives aloud, and then to underline the syllable they think is stressed. b e 1.24  Play the audio for Sts to listen and check. Check answers by writing the words on the board and underlining the stressed syllable. 1 2 3 4 5

anxious, ambitious, generous, rebellious sociable, reliable responsible, sensible competitive, talkative, sensitive unfriendly, insecure, impatient, immature

EXTRA SUPPORT   Before Sts read the article the first time, check whether you need to pre-teach any vocabulary.

1  the youngest child   2  the oldest child   3  the only child   4  the middle child

d Now tell Sts to read the article again and complete the gaps with sentences A–H. Point out that the first one (H) has been done for them. Get Sts to compare with a partner, and then check answers. 2  C  3  A  4  B  5  E  6  F  7  D  8  G

Deal with any other new vocabulary. Model and drill the pronunciation of any tricky words. e Give Sts time to re-read the paragraph that applies to them. Put Sts in pairs and get them to tell each other if the description is true for them, and if the other descriptions are true for people they know. Get feedback from various pairs. You could tell Sts about your own situation and how you feel about it. EXTRA CHALLENGE   If you want to focus on some useful phrases from the article, write these sentences on the board (without the answer in brackets): THEY GET IMPATIENT, ESPECIALLY WHEN THINGS GO WRONG. (ONLY CHILD) THEY’RE GOOD AT SORTING OUT ARGUMENTS. (MIDDLE CHILD) THEY GET ON WITH EVERYBODY. (MIDDLE CHILD) THEY TEND TO BE AMBITIOUS. (OLDEST CHILD) THEY CAN LACK DIRECTION IN LIFE. (MIDDLE CHILD) THEY SPEND A LOT OF TIME BY THEMSELVES. (ONLY CHILD) THEY TRY TO GET THE ATTENTION OF THEIR PARENTS. (YOUNGEST CHILD)

e 1.24

Ask Sts which category of child they describe (see answers in brackets above), and what they mean.

Play the audio again, pausing after each group of words for Sts to listen and repeat. Finally, ask Sts if the prefixes and suffixes are stressed.

story

See words in Student’s Book on p.14

No, prefixes and suffixes are unstressed. EXTRA SUPPORT   Put Sts in pairs and get them to practise saying the adjectives. FOR SPEAKERS OF SPANISH  

Online Practice Pronunciation:

word stress

6 READING  identifying reasons a Either put Sts in pairs or do this as a whole-class activity. If Sts worked in pairs, get some feedback from various pairs. You could also get a show of hands for each ‘category’ to find out which is the most common. b Focus on the instructions and make sure Sts understand what they have to do. Elicit some opinions from Sts, but don’t tell them if they are correct. c Give Sts time to read the article to check their answers to b. Tell them not to worry about the gaps. Get Sts to compare with a partner, and then check answers.

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7 LISTENING & SPEAKING  understanding a a Focus on the instructions and the words, making sure Sts understand all the lexis. Put Sts in pairs to tell each other what they think the two stories are about. Elicit some ideas for each story, but don’t tell Sts if they are correct. b e 1.25  Play the audio for Sts to listen and check their predictions in a. Elicit each story. See script 1.25

EXTRA SUPPORT   Read through the script and decide if you need to pre-teach any new lexis before Sts listen.

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e 1.25

(script in Student’s Book on p.197)

James Well, I can remember one terrible thing I did to my brother when we were teenagers – I have a twin brother. Um, so we used to fight and argue a lot, as…as kids and teenagers. And one time, when we were about fifteen, we were fighting, arguing – we shared a bedroom, so we were in our room, um, fighting each other, and I accidentally stabbed him in the finger with a penknife that I was holding in my hand. And it was…it was a total accident, and I was holding it and I was kind of threatening him, but I didn’t really mean to…to stab him, obviously, um, but I did, and I was absolutely horrified at what I’d done. And of course, he – my brother – he looked down at his finger, with this blood coming out from where I’d stabbed him, and he looked up at me, and he said, ‘I’m going to tell Mum!’, which sort of made me laugh because, you know, we were both fifteen at the time, and it was a very childish thing to say. And he ran downstairs to tell our mum, and I was absolutely terrified that she was going to be really angry with me. Which she was, of course. But, um, he was fine, by the way – it was a very small cut. He didn’t have to go to hospital or anything; it was absolutely fine, but, um, he still now – and this is, you know, we’re in our late forties now, so this is thirty years ago – but he still sometimes tells people, when we meet them, about when I stabbed him. But yeah, it wasn’t a very nice thing to do to him!

Marilyn Well, my sister was four years older than me. She still is, actually. Um, I remember once when I was about ten years old, I had a pet, a bird. Um, it was a small green parrot called Charlie, and I really loved him. He lived in a cage, but I sometimes let him out to fly around the house, you know, so, so he could have some freedom. And one day, I was in my bedroom and I let him out, but then something happened – I can’t remember what – and I forgot about him for a, for a while, and then suddenly I couldn’t see him anymore. And, well, I looked everywhere for him – I looked all over the house and I couldn’t find him anywhere. Oh, I cried and I cried because I was sure that he had flown out of the window. And my parents started to help me because they felt awful about it as well. And just when I was completely hysterical, my sister admitted that, in reality, she had hidden him: she had shut him inside a cupboard – can you believe? Well, she opened the cupboard and poor Charlie was there; he was so frightened, but we were all really relieved to find him. My sister was so horrible that day. Of course, now we get on really well, but I still remember what she did to poor Charlie, and sometimes when she comes to see me, I hide her car keys or her purse or something just to remind her of it. Is that bad?

c Tell Sts they are going to listen to the two stories again and this time they must answer questions 1–5. Give them time to read the questions. Play the audio again, pausing after the first story to give Sts time to answer the questions. Check answers.

Check answers. Marilyn 1 Ten 2 She was in her bedroom. 3 Her sister hid her parrot in a cupboard. Marilyn and her parents looked for it everywhere and she was very upset. 4 Her sister showed them where the parrot was, in the cupboard. 5 Marilyn sometimes hides her sister’s things to remind her of the parrot incident.

Finally, ask the class who they think behaved worse, James or Marilyn’s sister. EXTRA SUPPORT   If there’s time, you could get Sts to listen again with the script on p.197, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases.

d

MEDIATION ACTIVITY   Put Sts in pairs, A and B. Tell Sts A that they are James’s brother and Sts B that they are Marilyn’s sister. They must retell the story from their point of view. Monitor and help with vocabulary if necessary. You could get a couple of Sts A and B to tell the class their story. e Focus on the instructions and give Sts time to think of a time when they were young and they or a sibling / friend behaved badly. Put Sts in pairs or small groups and get them to tell each other their stories. Remind them to use the questions in c to help them. Monitor and help if necessary. Get some feedback from various pairs or groups. If you have a story, you could tell it to the class.

8 WRITING  a description of a person a Focus on the instructions and make sure Sts know what a self-portrait is (= a painting, etc. that you do of yourself ). Read the poem together or give Sts time to read it alone. Now focus on the instructions for lines 1–7 and give Sts time to write their own poems. Monitor and help if necessary. Get Sts to read their poems to each other. You could also display them around the classroom and get Sts to read them.

James 1 15 2 In their bedroom 3 James accidentally stabbed his brother in the finger with a penknife. 4 Their mother was very angry with James, but it was a very small cut. 5 James’s brother still tells other people about when James stabbed him.

Now play the second story.

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b This is the first time Sts are sent to the Writing section at the back of the Student’s Book. In this section, Sts will find model texts, with exercises and language notes, and then a writing task. We suggest that you go through the model and do the exercise(s) in class, but set the actual writing (the last activity) for homework. Tell Sts to go to Writing A description of a person on p.187. Before Sts read the two emails, you might want to check they know what an au pair is. You could explain that the word is French. Model and drill its English pronunciation /əʊ ˈpeə/. Now focus on a and give Sts time to read the two emails and answer the questions. Check answers.

!   Highlight that we normally only use a bit (or a little) with negative adjectives.

Focus on the Describing a person box and go through it with the class. Now focus on e and tell Sts to imagine they received the email from Angela and they need to write back. Focus on the plan and go through it with the class. Remind them to use the language in the Describing a person box as well as the Vocabulary Bank Personality on p.225. You may like to get Sts to do the writing in class, or you could set it as homework. If you do it in class, set a time limit for Sts to write their description, e.g. 15–20 minutes. Finally, focus on f and get Sts to check their work for mistakes before giving it in.

1 Because she is looking for an au pair and Sofia’s friend, Kasia, told Angela she might be interested in working in England as an au pair. 2 Yes, she does.

Now focus on b and tell Sts to read Sofia’s email again and to correct the five spelling mistakes. Check answers by getting Sts to spell the correct version and write it on the board. interrested interested responsable responsible   forgetfull forgetful   fotography photography   independant independent

Now focus on c and tell Sts to read Sofia’s email again and answer questions 1–4. Get Sts to compare with a partner, and then check answers. 1 intelligent, hard-working, mature, responsible, friendly, independent 2 She likes going to the cinema, listening to music, and taking photos. 3 She’s quite shy, a bit forgetful, and her English isn’t very good. 4 Yes, she does.

Now focus on d and tell Sts to look at all the highlighted expressions in the second email and explain that they are all expressions that modify adjectives. Point out that the sentences in the chart should go from very positive to negative. Show Sts that the first one (very) has been done for them. Give Sts time to complete the other sentences in the chart. Check answers. incredibly really Kasia is   very    forgetful. quite a bit

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EPISODE

1 Practical English  Meeting the parents Function  introducing yourself and other people, reacting to what people say Language  What a pity!, Never mind., Really?, etc.

Lesson plan This is the first in a series of five Practical English lessons (one every other File) in which Sts learn and practise functional language. All the content for these lessons is on video. There is also an audio version if you are unable to show the video in class. There is a storyline based on two characters, Jenny Zielinski, an American journalist who works in the New York office of a magazine called NewYork 24seven, and Rob Walker, a British journalist who works in London for the same magazine, but who is now working in New York. If your Sts did English File A1/A2 or A2/B1, they will already be familiar with the characters. If they aren’t, the first episode begins with a brief summary of the story so far, so they will not be at a disadvantage. In the first scene, Jenny takes Rob to meet her parents. They arrive late (because of Rob, who has also forgotten the chocolates). Jenny tells her parents about her new promotion, and Sts then practise reacting to what other people say (e.g. to good, bad, interesting, and surprising news). In the second scene, Rob struggles at first to impress Jenny’s father, but then they find a shared interest – a jazz musician. These lessons can be used with Class DVD, Classroom Presentation Tool, or Class Audio CDs (audio only). Sts can find all the video content and activities in the Online Practice.

More materials for speakers of Spanish For teachers on Oxford Premium Resources Video  Practical English Episode 1 Quick Test 1 File 1 Test For students Workbook Practical English 1 Can you remember? 1 Online Practice Practical English 1 Check your progress OPTIONAL LEAD-IN (BOOKS CLOSED)   If your Sts did English File A2/B1, elicit anything they can remember about Rob and Jenny, and write it on the board in columns under their names. Leave it on the board so that when Sts do 1b, they can see if any of the points on the board are mentioned.

1 r INTRODUCTION a Books open. Focus on the two photos and tell Sts that Jenny and Rob are the main characters in these lessons. Get Sts to describe them. b e 1.26  Focus on the British and American English box and go through it with the class. Then give Sts a few minutes to read the text and think about what the missing words might be. Now play the video / audio once the whole way through for Sts just to watch or listen. Give Sts time to complete the gaps. Then play the audio / video again if necessary. Get Sts to compare with a partner, and then check answers. EXTRA SUPPORT  

Before playing the video / audio, go through the listening scripts and decide if you need to pre-teach / check any lexis to help Sts when they listen. 1  magazine  2  British  3  months  4  London  5  New York 6  permanent  7  find  8  family

e 1.26

J = Jenny, R = Rob

J My name’s Jenny Zielinski. And New York is my city. I live here and I work for a magazine, NewYork 24seven. R My name’s Rob Walker. I’m a writer on NewYork 24seven. You can probably tell from my accent that I’m not actually from New York. I’m British, and I came over to the States a few months ago. J I met Rob in London, when I was visiting the UK on a work trip. He was writing for the London edition of 24seven. We got along well right away. I really liked him. R So why am I in New York? Because of Jenny, of course. When they gave me the opportunity to work here for a month, I took it immediately. It gave us the chance to get to know each other better. When they offered me a permanent job, I couldn’t believe it! J I helped Rob find an apartment. And now here we are. Together in New York. I’m so happy. I just hope Rob’s happy here, too. R I really loved living in London. A lot of my friends and family are there, so of course I still miss it. But New York’s a fantastic city. I’ve got a great job, and Jenny’s here, too. J Things are changing pretty fast in the office. We have a new boss, Don Taylor. And things are changing in my personal life, too. This evening’s kind of important. I’m taking Rob to meet my parents for the very first time. I just hope it goes well! EXTRA IDEA   Ask Sts some comprehension questions, e.g. Where are Rob and Jenny now? (In New York), Who is Don Taylor? (The new boss), etc. EXTRA SUPPORT   If there’s time and you are using the video, you could get Sts to watch again with subtitles, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases.

If your Sts didn’t do English File A2/B1, introduce this lesson by giving the information in the Lesson plan.

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2 r REACTING TO WHAT PEOPLE SAY a e 1.27  Focus on the photos and ask Sts some questions, e.g. Where are Jenny and Rob? (In a car), How does Jenny look? (Not very happy), Who are Jenny and Rob saying hello to? (Her parents), etc. Now either tell Sts to close their books and write the questions on the board, or get Sts to focus on the two questions and cover the rest of the page. Play the video / audio once the whole way through, and then check answers. He left the chocolates on his desk at work. She’s got a promotion – she’s now a manager.

e 1.27

J = Jenny, R = Rob, H = Harry, S = Sally J R J R J R J R J

I can’t believe we got here so late. I’m sorry, Jenny. I had to finish that article for Don. Don’t forget the chocolates. OK…Oh no! I don’t believe it. Don’t tell me you forgot them? I think they’re still on my desk. You’re kidding. You know what my desk’s like. Yeah, it’s a complete mess. Why don’t you ever tidy it?

*** R J H J R S H S

We could go and buy some more. How can we get some more? We’re already late!…Hi there! You made it! Sorry we’re late. So, this is my mom and dad, Harry and Sally. And this, of course, is Rob. Hello. It’s so nice to meet you at last. Yes, Jenny’s finally decided to introduce you to us. Come in, come in!

***

J Mom, I’m really sorry – we bought you some chocolates, but we left them at the office. S What a pity. Never mind. H Yeah, don’t worry about it. We know what a busy young woman you are. And your mom has made way too much food for this evening anyway. S Oh, Harry. J But I also have some good news. S Really? What’s that? J Well, you know we have a new boss? He’s still new to the job and needs support, so today he made me the Managing Editor of the magazine. S So you’ve got a promotion? How fantastic! H That’s great news! Hey, does that mean Jenny’s going to be your boss, Rob? R Er…yes, I guess so. J Well, not exactly. I’m a manager, but I’m not Rob’s manager. S Let’s go and have dinner. J What a great idea!

Focus on the British and American English box and go through it with the class. b Focus on sentences 1–6. Go through them with Sts and make sure they understand them. Now play the video / audio again the whole way through, and get Sts to mark the sentences T (true) or F (false). Remind them to correct the false ones. Get Sts to compare with a partner, and then check answers.

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1 2 3 4 5 6

T F (Rob’s desk is always a complete mess.) F (Rob is meeting Jenny’s parents for the first time.) T F (Jenny’s new job is Managing Editor.) F (She is a manager, but not Rob’s manager.)

EXTRA SUPPORT   If there’s time and you are using the video, you could get Sts to watch again with subtitles, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases.

c e 1.28  Give Sts a minute to read through the extracts from the conversation and to think about what the missing words might be. Now play the video / audio again, and get Sts to complete the gaps. Get Sts to compare with a partner, and then check answers. 1  no, believe, You’re   2  pity, Never   3  Really   4  How, news   5  great

e 1.28 1

J R J R J

Don’t forget the chocolates. OK. Oh no! I don’t believe it. Don’t tell me you forgot them? I think they’re still on my desk. You’re kidding.

2

J Mom, I’m really sorry – we bought you some chocolates, but we left them at the office. S What a pity. Never mind.

3

J But I also have some good news. S Really? What’s that?

4

S So you’ve got a promotion? How fantastic! H That’s great news!

5

S Let’s go and have dinner. J What a great idea!

d e 1.29  Focus on the Reacting to what people say chart and go through it with the class. You may want to point out that What a pity and Never mind are used to react to bad news, e.g. I’ve lost my book / My bus is stuck in traffic, but not to seriously bad news, e.g. NOT A My grandmother died last week. B Never mind. Now focus on the How + adjective, What + noun box and go through it with the class. Play the video / audio once the whole way through for Sts just to watch or listen. e 1.29

See chart in Student’s Book on p.17

Now play it again, pausing after each phrase for Sts to watch or listen and repeat with the correct intonation. Then repeat the activity, eliciting responses from individual Sts. e Put Sts in pairs and tell them to practise the conversations in c. Monitor and help, encouraging Sts to pay attention to rhythm and intonation. Make sure Sts swap roles.

PE1

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f Put Sts in pairs, A and B, and tell them to go to Communication How awful! How fantastic!, A on p.178, B on p.183. Go through the instructions with them carefully. Monitor and help, encouraging Sts to use appropriate intonation. When they have finished, get some Sts to tell the class a piece of news (real or invented) and get Sts to react to it. Tell Sts to go back to the main lesson Practical English 1.

3 r HARRY FINDS OUT MORE ABOUT ROB a e 1.30  Focus on the photos and ask Sts what they think they are talking about. Now either tell Sts to close their books and write the question on the board, or get Sts to focus on the question and cover the rest of the page. Play the video / audio once the whole way through, and then check the answer. The evening ends well.

e 1.30

H = Harry, J = Jenny, R = Rob, S = Sally

H You know, our Jenny has done incredibly well, Rob. She’s the first member of our family to study at Harvard. She’s a very capable and ambitious young woman. J Oh, Dad. R No, it’s true, Jenny. H But what about you, Rob? How do you see your career? Do you see yourself going into management? R Me? No. Not really. I’m more of a…a writer. H Really? What kind of things do you write? R Oh, you know, interviews, reviews…things like that…and I’m doing a lot of work for the online magazine… J Rob’s a very talented writer, Dad. He’s very creative. H That’s great, but being creative doesn’t always pay the bills. J You know, my dad’s a very keen photographer. He took all of these photos. H Oh, Rob won’t be interested in them. R But I am interested. I mean, I like photography. And I think I recognize some of these people. H That’s because most of them are of Jenny. R But there are some great jazz musicians, too.…That’s Miles Davis…and isn’t that John Coltrane? And that’s Wynton Marsalis. H You know about Wynton Marsalis? R Know about him? I’ve interviewed him! H How incredible! I love that guy. He’s a hero of mine. R Well, he’s a really nice guy. I spent a whole day with him, chatting and watching him rehearse. H Really? I want to hear all about it. S Have a cookie, Rob. H Go ahead, son! Sally makes the best cookies in New York!

EXTRA SUPPORT   If there’s time and you are using the video, you could get Sts to watch again with subtitles, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases.

c Focus on the Social English phrases. In pairs, get Sts to see if they can remember any of the missing words. EXTRA CHALLENGE  

In pairs, get Sts to complete the phrases

before they listen. d e 1.31  Play the video / audio for Sts to watch or listen and complete the phrases. Check answers. If you know your Sts’ L1, you could get them to translate the phrases. 1  see  2  really  3  things  4  mean  5  because   6  incredible  7  guy  8  ahead

e 1.31 1 2 3 4 5 6 7 8

How do you see your career? Not really. I’m more of a writer. Oh, you know, interviews, reviews, things like that… I mean, I like photography. That’s because most of them are of Jenny. How incredible! Well, he’s a really nice guy. Go ahead, son!

Now play the video / audio again, pausing after each phrase for Sts to watch or listen and repeat. e Focus on the instructions and make sure Sts understand what they have to do. Get Sts to compare with a partner, and then check answers. A  8  B  5  C  2  D  3  E  1  F  6  G  4, 7

Now put Sts in pairs and get them to practise the conversations. Finally, focus on the CAN YOU…? questions and ask Sts if they feel confident they can now do these things. If they feel that they need more practice, tell them to go to Online Practice to watch the episode again and practise the language.

b Focus on the instructions and give Sts time to read questions 1–6. Elicit / Explain the meaning of impressed by. Play the video / audio again, pausing if necessary to give Sts time to answer the questions. Get Sts to compare with a partner, and then check answers. 1 Harvard 2 No, he isn’t, because he thinks creative people, like writers, sometimes don’t earn enough to pay the bills. 3 He likes taking photographs. 4 Jenny 5 Famous jazz musicians 6 That he knows about Wynton Marsalis (Harry’s idol) and has interviewed him and spent the day with him.

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2A Spending money G   present perfect and past simple V  money P   o and or

Lesson plan In this lesson Sts revise some important uses of the present perfect and how it contrasts with the past simple. They also learn common words and phrases to talk about money. The lesson begins with a money quiz. This provides a lead-in to the vocabulary focus, which is followed by a pronunciation spot about different pronunciations of the letters o and or. The new lexis is consolidated through a reading activity which focuses on an article about a woman who tried to spend as little money as possible for an entire year. In the second half of the lesson, a conversation where two people are arguing about money provides the context for the grammar focus. This leads into a money questionnaire with Sts asking and answering questions in the present perfect and past simple. Finally, Sts read and listen to true stories about three people who lost money in different scams.

More materials for speakers of Spanish For teachers on Oxford Premium Photocopiables Grammar  present perfect and past simple Communicative  Are you a saver or a spender? Vocabulary Money For students Workbook 2A Online Practice  2A Plus extra Vocabulary, Pronunciation, and Listening for speakers of Spanish: money words and phrases; the letter o; From the escudo to the euro Grammar and Vocabulary Pocket Book OPTIONAL LEAD-IN (BOOKS CLOSED)   Write the verb SPEND on the board and elicit the two nouns most commonly used after spend (time and money).

Then elicit the form of a verb following spend time (the gerund), and the preposition after spend money (on). Put Sts in pairs and get them to answer these questions: What do you often spend a lot of time doing during the holidays? What do you usually spend money on at weekends? Get some feedback from various pairs.

1 VOCABULARY money a Books open. Put Sts in small groups and get them to do The money quiz. Check answers, and with a show of hands, find out if any groups got all the answers correct. 28

1 1  Russia, rouble   ​2  China, lei   ​3  Japan, yen   ​4  Poland, zloty   ​ 5  Brazil, real   ​6  Mexico, peso   ​7  Switzerland, franc   ​ 8  Hungary, forint France uses the euro and Turkey uses the lira. 2 a False (They were made around 600 BC by the Lydians of Asia Minor, present-day Turkey.) b True c False (For example, in the UK most banknotes are made of polymer, a flexible plastic material.) d False (For example, the Czech Republic, Hungary, Poland, etc. don’t.) e True

b Tell Sts to go to Vocabulary Bank Money on p.226.

Vocabulary notes Verbs Remind Sts of the difference between lend and borrow with these examples: Can I borrow your book? / Can you lend me your book? Nouns Make sure Sts are clear that loan is the general word for money lent by an individual or bank to another person, and mortgage is specifically money lent by a bank or building society to buy a house or flat. Phrasal verbs Highlight that take out and pay back are separable, i.e. you can also put the particles (out and back) after the noun, e.g. When can you pay me the money back? Also highlight the difference between live on (= have enough money for your basic needs, e.g. I can live on 250 euros a week) and live off (= receive the money you need to live from somebody / something because you don’t have any yourself, e.g. I have to live off my parents while I’m looking for a job.) Focus on 1 Verbs and get Sts to do a individually or in pairs. e 2.1  Now do b. Play the audio for Sts to listen and check. Check answers. Make sure Sts are clear about the meaning of all the verbs. e 2.1

Money 1 Verbs

1 I’m going to inherit two thousand pounds. 2 I save money every week. 3 He has promised to lend me fifty euros. 4 I need to borrow twenty pounds from my mum. 5 I often waste money. 6 I can’t afford to buy that car. 7 The mechanic charges me one hundred pounds. 8 They cost two hundred dollars. 9 I owe Jim one hundred pounds. 10 I want to invest some money. 11 I earn one thousand pounds a month. 12 My house is worth about two hundred thousand euros. 13 We want to raise money for the new hospital.

2A

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Now either use the audio to drill the pronunciation of the sentences, or model and drill them yourself. Give further practice of any words your Sts find difficult to pronounce.

EXTRA SUPPORT   If you think Sts need more practice, you may want to give them the Vocabulary photocopiable activity at this point.

EXTRA SUPPORT   Tell Sts to cover the sentences on the right and see if they can remember them.

FOR SPEAKERS OF SPANISH   Online Practice Vocabulary: money words and phrases

Focus on 2 Prepositions and emphasize that Sts must write the preposition in the Preposition column, not in the shaded gap in the sentence (this is so they can test themselves later). e 2.2  Now do b. Play the audio for Sts to listen and check. Check answers. Point out the silent b in debt /det/. e 2.2

2 Prepositions 1 2 3 4 5 6 7 8

Would you like to pay cash or by credit card? I paid for the dinner last night. It was my birthday. I spent fifty pounds on books yesterday. My uncle invested all his money in property. I don’t like lending money to friends. I borrowed a lot of money from the bank. They charged us sixty euros for a bottle of wine. I never get into debt. I hate owing people money.

Now either use the audio to drill the pronunciation of the sentences, or model and drill them yourself. Give further practice of any words your Sts find difficult to pronounce. Focus on Activation and tell Sts to cover the Preposition column and see if they can remember the prepositions. Next, focus on 3 Nouns and get Sts to do a individually or in pairs. e 2.3  Now do b. Play the audio for Sts to listen and check. Check answers. e 2.3 3 Nouns 1 2 3 4 5 6 7 8

bill salary tax loan budget mortgage contactless payment insurance

Now either use the audio to drill the pronunciation of the words, or model and drill them yourself. Give further practice of any words your Sts find difficult to pronounce, e.g. mortgage /ˈmɔːgɪdʒ/ (pointing out the silent t). EXTRA SUPPORT   Tell Sts to cover the words and see if they

can remember what the definitions mean. Finally, focus on 4 Phrasal verbs and get Sts to do a individually or in pairs. e 2.4  Now do b. Play the audio for Sts to listen and check. Check answers. e 2.4

4 Phrasal verbs 1 2 3 4

I took out two hundred euro from a cash machine. Can I pay you back the money you lent me next week? I have to live off my parents while I’m at university. It’s difficult for me and my wife to live on only one salary.

Tell Sts to go back to the main lesson 2A.

FOR SPEAKERS OF SPANISH  

2 PRONUNCIATION & SPEAKING  o and or Pronunciation notes The letter o is quite tricky for Sts, as it has several different possible pronunciations. There are some spelling– pronunciation rules you might want to point out / elicit after you have done the exercises. You can also help Sts by highlighting the exceptions. • o between two or several consonants is often /ɒ/, e.g. sorry, follow. There are some exceptions, e.g. worry. • o + one consonant + e is usually /əʊ/, e.g. hope, alone, but there are several common words which have the /ʌ/ sound, e.g. some, money. • The letters ol and oa between consonants are usually /əʊ/, e.g. told, road. • The letters or between consonants are usually /ɔː/, e.g. airport, but common exceptions are work and world, which are /ɜː/. Encourage Sts to use a dictionary to check pronunciation when they are not sure. a Focus on the question and the three sentences, making sure Sts understand the word rhyme. Elicit the answers from the class. 1  sunny  ​2  funny  ​3  honey

b Focus on the activity and elicit the three words and sounds, i.e. up /ʌ/, clock /ɒ/, and phone /əʊ/. Point out that the first one (borrow) has been done for them. Give Sts two minutes to put the words in the correct column. Remind them that it is easier to do this kind of exercise if they say the words aloud to themselves. Get Sts to compare with a partner. c e 2.5  Play the audio for Sts to listen and check. Check answers. e 2.5

up /ʌ/  done, money, nothing, some, won, worry clock /ɒ/  borrow, cost, dollar, honest, promise, shopping phone /əʊ/  clothes, loan, note, owe, sold

Play the audio again, pausing after each group of words for Sts to listen and repeat. Give more practice if these sounds are a problem for your Sts. Then repeat the activity, eliciting responses from individual Sts. EXTRA SUPPORT   If these sounds are difficult for your Sts, it will help to show them the mouth position. You could model this yourself or use the Sound Bank videos on Online Practice.

d Now tell Sts to focus on the words with the letters or. In pairs, get Sts to answer the two questions. EXTRA CHALLENGE  

the audio.

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Pocket Book Vocabulary: money

Elicit the answers to d before playing

2A

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e e 2.6  Play the audio for Sts to listen and check. Check answers. The letters or are normally pronounced /ɔː/ when they’re stressed. Work and worth are pronounced /ɜː/ (this applies to most words beginning wor- + consonant).

e 2.6

See words in Student’s Book on p.26

Play the audio again for Sts to listen and repeat. Elicit more words beginning wor- where the pronunciation is /wɜː/, e.g. word, worse, world. f e 2.7  Tell Sts they must listen and write the six sentences they hear. Play the audio, pausing after each sentence to give Sts time to write. Get Sts to compare with a partner, and then play the audio again if necessary. Check answers, eliciting the sentences onto the board. e 2.7 1 2 3 4 5 6

Let’s go shopping for clothes. Can I borrow some money? He won a million dollars. I’ve done nothing wrong. They can’t afford to pay the mortgage. I work in a store.

Put Sts in pairs and get them to practise saying the sentences. EXTRA SUPPORT  

Model and drill each sentence before putting Sts in pairs. EXTRA SUPPORT   If these sounds are difficult for your Sts, it will help to show them the mouth position. You could model this yourself or use the Sound Bank videos on Online Practice.

g





Put Sts in pairs, A and B, and tell them to go to Communication Money Q&A, A on p.178, B on p.183. Go through the instructions with them carefully. Sts A start with their first question. Sts B answer, giving as much information as possible, and then ask their first question to Sts A. While Sts are doing the activity, monitor and help with any vocabulary problems, e.g. charity, sales, etc. Get some feedback from the class. Tell Sts to go back to the main lesson 2A. MEDIATION ACTIVITY  

FOR SPEAKERS OF SPANISH  

Online Practice Pronunciation:

the letter o

3 READING  understanding paragraphing a Do this as a whole-class activity. b Focus on the instructions and then give Sts time to read the article and match the paragraphs to topics 1–7. Check answers. EXTRA SUPPORT 

Before Sts read the article the first time, check whether you need to pre-teach any vocabulary.
 A  2  ​B  6  ​C  3  ​D  1  ​E  4  ​F  7  ​G  5

30

c Tell Sts to read the article again and then mark sentences 1–7 T (true) or F (false). Remind them to correct the false ones. You could point out that there is one sentence for each paragraph of the article. Get Sts to compare with a partner, and then check answers. 1 2 3 4 5 6 7

F (She couldn’t use buses or flights, etc.) F (She had plenty of cheap food, but it was boring.) T F (She had a bag of chips in East Anglia.) F (She is much slimmer and fitter.) T T

Finally, deal with any other new vocabulary. Model and drill the pronunciation of any tricky words. d Do this as a whole-class activity. e Focus on the Compound nouns box and go through it with the class. You might also want to tell Sts that occasionally compound nouns are hyphenated, e.g. make-up, or one word, e.g. sunglasses. Now tell Sts to look at the words in the circle and underline six more compound nouns in the article that start with a word in the circle. Check answers. olive oil   ​electricity bill    ​cleaning products  ​cycling trip  ​ beauty treatments    ​tap water

f Focus on the would for imaginary situations box and go through it with the class. Put Sts in pairs and get them to answer the questions. Get some feedback from various pairs. You could also tell Sts if you could do what Michelle did.

4 GRAMMAR  present perfect and past simple a Focus on the picture and elicit what the relationship is between the two people (husband / wife or boyfriend / girlfriend). Focus on the task and tell Sts to read the conversation quickly and answer the question. Check the answer. They are arguing about money.

b e 2.8  Tell Sts to complete the conversation with the verbs in either the present perfect or the past tense. Point out that the first one (haven’t seen) has been done for them. Play the audio for Sts to listen and check. Check answers. 2  ’ve just bought   ​3  did…cost  ​4  were  ​5  Have…seen  ​ 6  arrived  ​7  haven’t paid   ​8  bought  ​9  didn’t need   ​ 10  worked  ​11  needed  ​12  needed

e 2.8

D = David, K = Kate D K D K D

I haven’t seen those shoes before. Are they new? Yes. I’ve just bought them. Do you like them? They’re OK. How much did they cost? Oh, not much. They were a bargain. Under a hundred pounds. You mean ninety-nine pounds ninety-nine. That isn’t cheap for a pair of shoes. Anyway, we can’t afford to buy new clothes at the moment.

2A

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K D K D K D K D K

Why not? Have you seen this? No. What is it? Our phone bill. It arrived this morning. And we haven’t paid the house insurance yet. Well, what about the iPad you bought last week? What about it? You didn’t need a new one. The old one worked perfectly well. But I needed the new model. Well, I needed some new shoes.

c Now tell Sts to answer questions 1–3 in pairs. Tell them to look at the conversation to help them. Check answers using the examples in the conversation in a to exemplify the rules. 1 PS (e.g. How much did they cost?) 2 PP (e.g. Have you seen this?) 3 PP (e.g. I’ve just bought them.)

d Tell Sts to go to Grammar Bank 2A on p.206.

Grammar notes In Grammar Bank 2A the main uses of the present perfect are pulled together and contrasted with the past simple. This is all revision from English File A2/B1, but it is the first time Sts have compared the two forms in such detail. If you know your Sts’ L1, some careful use of L1 / L2 contrast could help here. Present perfect The most important point to emphasize is that we use the present perfect for a past action or actions where no specific time is mentioned or understood, e.g. I’ve been to Paris twice. I’ve already seen that film.* Have you ever met Jack’s wife? *In American English the past simple is used here. It is also used for very recent past actions (often with just). In this context it is often used to give a piece of news or information, e.g. Did you hear? Lina has broken her leg. Guess what! I’ve found a new job! I’m sleepy. I’ve just got up. (No past time expression is used). Typical mistakes: I’ve been to Paris last year. I already saw that film. Lina has broken her leg this morning. Past simple The most important point to emphasize is that when we use the past simple, a specific time in the past is mentioned, e.g. Did you see the match last night?, or understood between the speakers, e.g. Did you see the match? (We both know it was last night). So, for example, a question beginning What time…? or When…? will normally be in the past simple. Typical mistakes: Have you see the match last night? When have they arrived? What time have you got up today? Refer Sts to the Irregular Verbs list on p.237 and explain that this is their reference list. Get Sts to go through the list quickly in pairs, checking that they know what the verbs mean. Encourage them to highlight verbs they didn’t know or for which they had forgotten the past form. Test them periodically on the past and participle forms. Focus on the example sentences and play audio e 2.9, e 2.10 and e 2.11 for Sts to listen and repeat. Encourage them to copy the rhythm. Then go through the rules with the class.

Now focus on the exercises and get Sts to do them individually or in pairs. Check answers, getting Sts to read the full sentences. a 1 Have you ever booked a flight online? 2 Soon. I have / ’ve already saved nearly €1,000. 3 Have you paid the phone bill yet? 4 Have your parents ever lent you money? 5 I don’t know. I have / ’ve never used it. 6 We have / ’ve just won the lottery! 7 I have / ’ve already spent my salary. 8 No, thanks. I have / ’ve just (or already) had one. b 1 f 2 g Has your sister paid you back yet? 3 f 4 g When did you buy that leather jacket? 5 g They finished paying back the loan last month. 6 f 7 f 8 g I’m sure I didn’t borrow any money from you last week. 9 f 10  g Did you see the Batman film on TV yesterday?

Tell Sts to go back to the main lesson 2A. EXTRA SUPPORT   If you think Sts need more practice, you may want to give them the Grammar photocopiable activity at this point. FOR SPEAKERS OF SPANISH  

Pocket Book Grammar: present

perfect and past simple

5 SPEAKING a This questionnaire practises the contrast between the past simple and present perfect and also provides an opportunity for free-speaking. Focus on the instructions and point out the two examples in the speech bubbles. Point out that the Have you ever…? questions in the questionnaire are in the present perfect because they are asking about your whole life until now. Point out that the first circle has been completed (saved). Give Sts time to complete the gaps in the questions in the other circles. Check answers, checking that Sts are pronouncing the past correctly, especially the regular verbs (/seɪvd/, /ˈweɪstɪd/, /ɪnˈherɪtɪd/). 2  lent  ​3  wasted  ​4  bought  ​5  inherited  ​6  lost  ​7  won  ​ 8  forgotten  ​9  lost  ​10  taken out   ​11  bought, sold

b

MEDIATION ACTIVITY  

Focus again on the example speech bubbles. Remind Sts that the first question is in the present perfect, but if the answer is Yes, then the follow-up questions, asking for more information, should be in the past simple because you are now referring to a specific time in the past, e.g. How much was the deposit? Put Sts in pairs. You could either get one student to ask all the questions and then Sts swap roles, or Sts can take turns to ask each other a question and the same question can be returned using What about you? Get some whole-class feedback by finding out, e.g. how many people in the class have sold something on the internet and asking individual Sts to talk about their experience.

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EXTRA SUPPORT   You could model the activity first by getting Sts to choose a couple of questions to ask you and eliciting follow-up questions.

6 LISTENING  listening for facts a Do this as a whole-class activity and elicit different scams from Sts. If you know of one, you could also tell the class about it. b Give Sts time to read the email and think about what they would do if they received one like that. Tell them not to worry about the mistakes in the email. Put Sts in pairs to discuss what they would do. Elicit some opinions from the class. EXTRA SUPPORT   You could pre-teach some lexis to make sure Sts understand the email, or ask some comprehension questions after Sts have read the email, e.g. Where does Naomi Cooper live? (In Nigeria), Who died last month? (Her parents), Why does she need your help? (She wants to take her parents’ money out of Nigeria and needs an account in the UK.), etc.

c Focus on the instructions and then give Sts time to read the email again and correct the ten mistakes. Check answers, by eliciting the answers onto the board. Businness ​Business  ​ have died ​died   ​there their   I​ am needing ​Ineed   ​can to transfer ​can transfer  ​ dolars ​dollars   ​acount ​account   ​him ​it   ​I want organize ​Iwant to organize   ​you your

d e 2.12  Tell Sts they are going to listen to three people calling a radio programme to talk about how they lost money in a scam. Tell Sts the first time they listen, they must write down how much money each person lost. They must also listen for the most important advice the presenter gives. Play the audio once the whole way through. Get Sts to compare answers, and then play again if necessary. Check answers. EXTRA SUPPORT  

Read through the script and decide if you need to pre-teach any new lexis before Sts listen. Heather lost over £2,000.  ​Carl lost about £200. ​Paul lost £20,000. Never give your bank account or credit card details to anybody, either in an email or on the phone.

e 2.12

P Ah, the friend abroad who needs help. But it isn’t really a friend: it’s a scammer who is using this friend’s email account. Often this scam is obvious, either because you know your friend isn’t abroad, or because the email has grammar and spelling mistakes. So always be suspicious of any strange emails from friends. The next story is from Carl in Hastings. C I got an email saying that I’d won quite a lot of money in the lottery in Spain. It looked official, and some of it was in Spanish, and last year I was on a holiday in Spain and I did buy a lottery ticket, so I believed it. So I emailed back and they replied and said the easiest thing was for me to send them my bank account details, and they’d pay the money direct into my bank. So I did – and I feel so stupid saying this now – and of course the next day my account was completely empty. Luckily, it was the day before pay day, and I only had about two hundred pounds in there. But I learned my lesson. P Yes, so again, never believe an email or message saying you’ve won a lottery, especially if you never bought a ticket. Our last story is from Paul in Bristol. Pa I’d just got back from work, it was about six o’clock, and the phone rang and a very polite woman said it was Barclay’s Bank Security Division, and that there was a problem with my account. She said that somebody had tried to use my password online, and that my account wasn’t safe. I was in the middle of buying a flat, and I thought, ‘Oh no! This sounds bad!’ because I had quite a lot of money in the account. She said the best solution was to transfer all the money into a new account to make sure it was safe. So she gave me an account number and an account name – it was my name; it was called ‘Paul Kay new account’ – and I thanked her. And immediately after the call, I went online and transferred all my money to this new account. And that was the last time I saw it. It was a real disaster: I lost twenty thousand pounds and I couldn’t buy my flat. P It’s natural to co-operate if you think your bank is phoning you, but your bank will never ask you on the phone to transfer money to another account. If you get suspicious, just hang up, wait ten minutes, then phone your bank to check if it really was them. So, what’s the most important thing to remember if you don’t want to be the victim of a scam? Be very suspicious of strange emails from friends or from someone saying that you’ve won a prize, and the same for phone calls from your bank. And above all, never, never give your bank account or credit card details to anybody, either in an email or on the phone, unless you are one hundred per cent sure who they really are.

e Tell Sts they are going to listen again, and this time they need to complete the gaps in the summaries with one or two words. Give Sts time to read the summaries. Play the audio again, pausing after each story to give Sts time to write. Check answers. 1  email  ​2  wallet  ​3  credit card   ​4  money  ​5  believed  ​ 6  bank account   ​7  phone call   ​8  bank  ​9  account  ​ 10  new account

(script in Student’s Book on pp.197–198)

P = presenter, H = Heather, C = Carl, Pa = Paul

P Hello, and welcome to Five-Minute Money. Today we’re talking about scams and scammers. Over three million people a year are victims of scams in the UK, and they lose an average of one thousand two hundred pounds each, so we all need to know what to look out for. We’re going to hear three listeners’ stories, and for each scam, we’ll explain how to stay safe. Our first story is from Heather in Edinburgh. H A few months ago I got an email from a friend who was away in Berlin. He said he’d lost his wallet and needed money to get home. He asked me for my credit card details, and I thought, ‘Well, he needs my help,’ so I sent him a reply with my card number and everything. But there was no reply, and I got suspicious, and I checked my credit card, and somebody had stolen over two thousand pounds. And of course I never got it back.

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EXTRA CHALLENGE  

Get Sts to try to complete the gaps before playing the audio again. Then play the audio for Sts to listen and check. EXTRA SUPPORT   If there’s time, you could get Sts to listen again with the script on pp.197–198, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases.

f Do this as a whole-class activity. FOR SPEAKERS OF SPANISH  

Online Practice Listening: From

the escudo to the euro

2A

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2B Changing lives G   present perfect + for / since, present perfect continuous V   strong adjectives: exhausted, amazed, etc. P   sentence stress

Lesson plan In this lesson Sts revise the present perfect (with for and since) and they are introduced to the present perfect continuous. The context is provided by the story of a group of Spanish and British tourists whose holiday to Uganda changed their lives and led them to set up a charity, originally to help build a new school for orphan children, but which has now expanded into many different projects. The lesson begins with a short radio programme about the charity Adelante Africa, followed by an interview with Jane Cadwallader, one of the founder members. Then sentences from the listening are used to contextualize the grammar presentation. This is followed by a pronunciation focus on sentence stress in present perfect continuous sentences and a speaking activity where Sts put the grammar into practice. The first half of the lesson finishes with a writing activity where Sts write an informal email. In the second half of the lesson, Sts read a blog by a BBC presenter who took part in a 500-mile challenge to the South Pole to raise money for charity. The lexical focus in this part of the lesson is on using strong adjectives, like furious and exhausted. The lesson ends with a video documentary about a charity bake sale at Oxford University Press.

More materials for speakers of Spanish For teachers on Oxford Premium Photocopiables Grammar  present perfect + for / since, present perfect continuous Communicative  How long have you been…? Resources Video  The Great OUP Bake Sale For students Workbook 2B Online Practice  2B Plus extra Vocabulary and Pronunciation for speakers of Spanish: strong adjectives; -ed endings Grammar and Vocabulary Pocket Book OPTIONAL LEAD-IN (BOOKS CLOSED)   Revise the present perfect with for and since by writing these prompts on the board: 1 2 3 4

HOW LONG / BE A TEACHER? HOW LONG / WORK AT THIS SCHOOL? HOW LONG / LIVE IN THIS TOWN? HOW LONG / KNOW YOUR BEST FRIEND?

Put Sts in pairs and give them two minutes to decide how to make the questions. Check answers and then get Sts to ask you. Make sure they use the present perfect tense and not the present simple (NOT How long are you a teacher?). 1 How long have you been a teacher? 2 How long have you worked at this school?

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3 How long have you lived in this town? 4 How long have you known your best friend?

Answer Sts’ questions using for and since and elicit from the class when you use these words (for = period of time, since = a point in time). Finally, you could get Sts to ask each other questions 3 and 4. !   If a student (who already knows the tense) uses the present perfect continuous to ask question 3, point out to the class that this is another form of the present perfect which they are going to study in this lesson.

1 LISTENING  checking hypotheses a e 2.13  Books open. Focus on the instructions and make sure Sts can remember what a charity is (= an organization for helping people in need). Give Sts time to read questions 1–9 and make sure they understand all the lexis, e.g. lorry, take shelter, head teacher, etc. You may want to pre-teach orphan (= a child without a mother or father), as this comes up in the listening. Play the audio once the whole way through. Play it again if necessary. Get Sts to compare with a partner, and then check answers. EXTRA SUPPORT   Read through the script and decide if you need to pre-teach any new lexis before Sts listen.

1 2 3 4 5 6 7 8 9

In 2008 They were on safari to see the mountain gorillas. It broke down. A primary school for orphans It was in a terrible condition. The walls were falling down, the blackboards were broken, and there weren’t many desks. She started teaching them English songs. A new school To set up a charity to raise money to rebuild the school On 14 March 2010

e 2.13

(script in Student’s Book on p.198)

Part 1 The charity Adelante Africa was started in two thousand and eight. That summer, a group of Spanish and British tourists had travelled to Uganda on safari to see the mountain gorillas. Halfway through the trip, in a small rural village called Igayaza, the lorry they were travelling in broke down. While a mechanic repaired the lorry, the group took shelter in a nearby building. It was a primary school for orphans, children without parents, but it was in a terrible condition. The walls were falling down, the blackboards were broken, and there weren’t many desks. But the children were wonderful: very bright and friendly. One of the tourists was a primary school teacher, and she started teaching them English songs. She was amazed at how quickly they learned. When they left, they asked the head teacher how they could help, and he said, ‘What we need is a new school.’ When the tourists arrived home from their holiday, they decided to set up a charity to raise money to rebuild the school. Two years later, on the fourteenth of March twenty ten, the new school opened with seventy-five children – and since then, Adelante Africa hasn’t stopped.

2B

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EXTRA SUPPORT   If there’s time, you could get Sts to listen again with the script on p.198, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases.

b e 2.14  Tell Sts they are now going to listen to Part 2, which is an interview with Jane Cadwallader, the secretary of Adelante Africa. Focus on the Glossary and go through it with the class. Explain that Sts need to number the photos in the order in which Jane mentions them. Point out that the first one (B) has been done for them. You may want to explain that photo E shows a tank collecting water. Play the audio once the whole way through. Get Sts to compare with a partner, and then check answers. EXTRA SUPPORT  

Read through the script and decide if you need to pre-teach any new lexis before Sts listen. 2  A  ​3  E  ​4  D  ​5  H  ​6  F  ​7  C  ​8  G

e 2.14

(script in Student’s Book on p.198)

Part 2 I = interviewer, J = Jane I J I J I J

I J

I J

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I’m with Jane Cadwallader, the secretary of Adelante Africa. Hello. Hi Jane, how long have you been working with Adelante Africa? Well, for over ten years now. Since the beginning. I was the teacher who sang songs with the children back in two thousand and eight, when the lorry broke down. Jane, tell us what Adelante Africa has been doing since two thousand and ten, since the primary school was finished. Well, we’ve done a lot. Our next major project was to build a children’s home for the orphans who don’t have anybody in their extended family who can look after them. The children’s home has been running since two thousand and twelve, and now we have fifty-seven children there. But we also realized that if we wanted to help the local children, we really needed to help their parents, too. Our primary school was beautiful, but many of the children were sick, they had malaria or malnutrition. So we started several small community projects, for example we tried to help people to improve their diet by giving them seeds to plant a variety of vegetables. Most people in rural Uganda, you see, erm, don’t eat fruit and vegetables, except what they can find growing wild. We’ve also been building water tanks to collect rainwater, so that they have cleaner water to drink, and they don’t have to walk the long distances to the nearest river. And we’ve started a small factory to make sunflower oil, which has helped local farmers, and also given some jobs to local people. Sunflower oil is much healthier than the palm oil that most people were using before, so really we’ve helped the whole community with this. And are any of your new projects related to education? Absolutely. In two thousand and eleven we started a FAL group in Igayaza – FAL stands for Functional Adult Literacy, so these are classes to teach adults – mainly women – to read and write, and to speak English, which is the official language in Uganda. Since then, we’ve started eleven more FAL groups in other nearby villages. And our other big project is that we’ve just built a secondary school so that children from our primary school and the other local children can get a good secondary education. We’re very proud of it – it’s not quite finished yet, though. We need to raise more money in order to finish all the buildings. And are all the volunteers – the people who work with you – from Britain and Spain? No, not at all. There are a few of us from Europe who visit regularly, but the people who make it all possible are the Ugandan volunteers. Without them, we couldn’t do anything! In the future, we hope that all the projects will be run by them.

I And can you tell me about some of the children, some individual cases? J Hmm, let me think. I know a good example. John Muzzei. He’s a boy, an orphan, who was at the primary school when the lorry broke down. He was very bright, and when he finished primary in the new school he got very good grades and we sponsored him to go to secondary school. He worked very hard there as well and did very well, and now he’s in the last year of nursing at a good nursing college. And I also have to tell you about Baby Rose. She was brought to our children’s home with her brother. They were living alone in a hut with their mother, who was dying of AIDS. When they arrived, Rose was a year old. She was suffering from malnutrition and weighed only five kilos. Her little legs were so thin that we thought she’d never walk. And she never, ever smiled. Now, one year later, she’s running around, laughing and smiling. Since she came here, she’s changed completely into a healthy, happy child. I So Adelante Africa has really changed their lives? J Yes, it’s changed their lives, but it’s also changed the lives of the people who work for Adelante Africa. Most of us feel it’s the most satisfying thing we’ve ever done. Have a look at the photos and videos on our website – it’s www.adelanteafrica.org. Maybe it will change your life, too.

c Tell Sts they are going to listen to the interview again, and this time they need to correct any mistakes in sentences 1–9. Give Sts time to read sentences 1–9. Play the audio again the whole way through. Check answers. 1 There are 57 children living in the children’s home. 2 People in Uganda don’t eat (a lot of ) vegetables / eat very few vegetables. 3 They are building tanks to collect rainwater. 4 In the factory, they make sunflower oil. 5 In the FAL groups, adults learn to read and write. 6 They have just built a secondary school. 7 Most of the volunteers are from Uganda. 8 John Muzzei is now studying to be a nurse. 9 When Rose first arrived at the children’s home, she never smiled. EXTRA SUPPORT   If there’s time, you could get Sts to listen again with the script on p.198, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases.

d Do this as a whole-class activity.

2 GRAMMAR  present perfect + for / since, present perfect continuous

a Focus on the task and get Sts to complete 2–6 with a verb from the list. Point out that the first one (working) has been done for them. b e 2.15  Play the audio for Sts to listen and check. Check answers. 2  doing  ​3  running  ​4  building  ​5  started  ​6  changed  ​

e 2.15

1 Jane, how long have you been working with Adelante Africa? 2 Tell us what Adelante Africa has been doing since two thousand and ten. 3 The children’s home has been running since two thousand and twelve. 4 We’ve also been building water tanks to collect rainwater. 5 Since then, we’ve started eleven more FAL groups. 6 Since she came here, she’s changed completely.

2B

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Now put Sts in pairs and get them to answer questions 1 and 2 by referring to the highlighted phrases in a. Check answers. 1 b 2 1–4 are present perfect continuous (have / has + been + -ing form). 5 and 6 are present perfect simple (have / has + past participle). EXTRA SUPPORT  

Do questions 1 and 2 as a whole-class

activity. c Tell Sts to go to Grammar Bank 2B on p.207.

Grammar notes Present perfect (How long…? and for / since) This use of the present perfect was presented in English File A2/B1 and should be revision for most Sts. Sts may need reminding that the present simple tense cannot be used here (NOT How long do you live in this town?). Remind them how for and since are used and the different words or phrases which can be used after them, e.g. for two months, three years, a long time, ages; since October, I was born, last summer, I was a child, etc. Present perfect continuous (with How long…? and for / since) For many Sts, including those who used English File A2/B1, this will be the first time they have seen the present perfect continuous. Point out to Sts that in the same way that there is a ‘simple’ and ‘continuous’ form of the present and the past, there are also two forms of the present perfect (simple and continuous). The most important difference between the two forms for Sts at this point is that with How long…? and for / since, we normally use the continuous form with action verbs (e.g. learn, go, play, do, wait, etc.), and the simple form is used with non-action verbs (e.g. be, have, know). Some typical mistakes include: • getting the form wrong, e.g. (forgetting to include been) How long have you learning English? • depending on their L1, using the present tense instead of the present perfect continuous, e.g. I am learning English for a long time. • using the continuous form of the present perfect with non-action verbs, e.g. I’ve been knowing my best friend for 15 years. • confusing for and since Present perfect continuous (for continuous or repeated recent actions) We also use the present perfect continuous to talk about recent continuous actions which have either just stopped or are still continuing, e.g. A You look tired. B Yes, I’ve been cleaning the house all afternoon (= I’ve just finished). A You look tired. B Yes, I haven’t been sleeping well recently (= I still have problems sleeping at night). Focus on the example sentences and play audio e 2.16 and e 2.17 for Sts to listen and repeat. Encourage them to copy the rhythm. Then go through the rules with the class.

Focus on the live and work box and go through it with the class. Now focus on the exercises and get Sts to do them individually or in pairs. Check answers, getting Sts to read the full sentences. a 1 2 3 4 5 b 1  5  c 1 2 3 4 5 6 7 8 9 10

She’s been studying English for three years. How long have they been watching TV? It’s been raining since lunchtime. I haven’t been living here for very long. How long have you been learning to drive? for  ​2  haven’t seen   ​3  have you known   ​4  f  ​ I’ve been cleaning We’ve known each other since we were children. The children have been playing computer games for two hours. Has your sister had that hairstyle for a long time? I’ve loved her since the first day we met. My internet connection hasn’t been working since yesterday. How long have you been waiting? I’ve been a teacher for three years. It’s been snowing since 5.00 this morning. Sam hasn’t been studying enough recently. Have you been living in London for a long time?

Tell Sts to go back to the main lesson 2B. EXTRA SUPPORT  

If you think Sts need more practice, you may want to give them the Grammar photocopiable activity at this point. FOR SPEAKERS OF SPANISH   Pocket Book Grammar: present perfect + for / since, present perfect continuous

3 PRONUNCIATION  sentence stress Pronunciation notes Remind Sts that the words which are stressed more strongly in a sentence are the ones which carry the important information, e.g. I’ve lived in the city centre for ten years. These are the words which you hear more clearly when somebody speaks to you and are typically verbs, nouns, adjectives, and adverbs. The other ‘non-information’ words are pronounced less strongly, and these words often get shortened when we speak, e.g. for becomes /fə/. Sts need plenty of practice with sentence rhythm, especially with longer structures, e.g. present perfect continuous sentences and questions, conditional sentences, etc. a e 2.18  Tell Sts that they are going to hear two present perfect continuous questions and answers. The first time they listen, they should try to write down the stressed words in the pink boxes. Play the audio, pausing after each line to give Sts time to write. Get Sts to compare with a partner, and then check answers. 1  2  3  4 

learning, French   ​ learning, French, three, years How, long, raining   ​ raining, lunchtime

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b

e 2.18 1 2 3 4

How long have you been learning French? I’ve been learning French for three years. How long has it been raining? It’s been raining since lunchtime.

b Now tell Sts to look at the words they have written and try to remember what the complete question or sentence is. Tell Sts to listen to the audio again and complete any gaps they have. Play the audio again. Check answers, eliciting the sentences onto the board. 1 2 3 4

How long have you been learning French? I’ve been learning French for three years. How long has it been raining? It’s been raining since lunchtime.

c Play the audio again, pausing after each question and sentence for Sts to listen and repeat, copying the rhythm. Encourage them to pronounce the stressed words (in the pink boxes) more strongly and not to stress the other words. Remind Sts that unstressed words are often contracted, e.g. been becomes /bɪn/ and for becomes /fə/. Then repeat the activity, eliciting responses from individual Sts. EXTRA SUPPORT   Put Sts in pairs and get them to practise saying the sentences.

d e 2.19  Focus on the instructions and example. Play the audio, pausing after each sentence for Sts to listen and form the question. e 2.19

1 It’s snowing. (pause) How long has it been snowing? 2 I’m learning Russian. (pause) How long have you been learning Russian? 3 Susan is working in Italy. (pause) How long has Susan been working in Italy? 4 John is looking for a job. (pause) How long has John been looking for a job? 5 They’re living with Mary’s parents. (pause) How long have they been living with Mary’s parents? 6 I’m going to salsa classes. (pause) How long have you been going to salsa classes? 7 It’s raining. (pause) How long has it been raining? 8 John is going out with Emily. (pause) How long has John been going out with Emily? EXTRA SUPPORT   To help Sts make the questions, write the

following on the board: HOW LONG HAS

BEEN + -ing…?

HOW LONG HAVE BEEN + -ing…  ? Then repeat the activity, eliciting the questions from individual Sts. FOR SPEAKERS OF SPANISH  

Online Practice Pronunciation:

-ed endings

4 SPEAKING In this speaking activity, Sts practise using both the present perfect simple and continuous. a Focus on the instructions and give Sts time to write true information in as many of the squares as they can (e.g. WWF in the first square). Go round the class, making sure they have completed at least six of the squares. 36

MEDIATION ACTIVITY   Focus on the instructions. Highlight that with an action verb, e.g. use, play, etc., Sts should ask the questions in the present perfect continuous. With non-action verbs, e.g. be, know, etc., you can’t use the continuous form, and the present perfect simple must be used, e.g. How long have you known your best friend? NOT How long have you been knowing…? Remind Sts that with the verb live, you can use either of the present perfect forms. EXTRA SUPPORT   Go through the squares before you start, and elicit whether the verbs are action or non-action and the question that Sts should ask in each case. You could demonstrate the activity yourself by copying a couple of squares on the board (one with an action verb, the other with a non-action verb) and writing something true in them. Then the class could ask you three questions about each one.

Put Sts in pairs. Focus on the speech bubbles. Sts now compare their information and take it in turns to choose one of their partner’s squares and ask him / her about the information in it. Remind them that the first question must be How long…? Monitor and help. If there’s time, get feedback from various pairs about an interesting piece of information about their partner.

5 WRITING  an informal email Tell Sts to go to Writing An informal email on p.188. a Focus on the photo and see if Sts can guess who they are (they are the people from Writing 1 – Kasia with Angela’s children). Now focus on the instructions and give Sts time to match the sentences to paragraphs A–F in the email. Tell them not to worry about the gaps in the email. Check answers. A She apologizes for not writing before. B She thanks Angela for her stay. C She talks about the nice things they did together when she was with them. D She talks about what she’s been doing recently. E She thanks them again and invites them to stay. F She sends greetings to another member of the family.

b Focus on the Informal emails box and go through it with the class. Now tell Sts to read the email again and complete gaps 2–8. Point out that the first one (Hi) has been done for them. Check answers. 2  Thanks  ​3  time  ​4  miss  ​5  spending  ​6  hope  ​7  wishes  ​ 8  attach

c Tell Sts to imagine that they have some British friends in the UK, and that they stayed with them for a week last month. Now they need to write an email to say thank you. Tell Sts to use the sentences in a in the correct order as their plan, and to use expressions from the Informal emails box.

2B

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You may like to get Sts to do the writing in class, or you could set it as homework. Get them to write the email according to the model. If you do it in class, set a time limit for Sts to write their email, e.g. 15–20 minutes. d Sts should check their email for mistakes before giving it in. Tell Sts to go back to the main lesson 2B.

6 READING  understanding the order of events a Focus on the questions and make sure Sts understand the phrases to raise money for a good cause and to take part in a charity event. Sts could discuss the questions in pairs or you could do it as a whole-class activity. If Sts worked in pairs, get some feedback from various pairs. b Focus on the instructions, making sure Sts know what a blog is (= a website where a person writes regularly about recent events or topics that interest them, usually with photos and links to other websites that they find interesting). Give Sts time to read the introduction and to answer the two questions. Get Sts to compare with a partner, and then check answers. EXTRA SUPPORT   Before Sts read the blog the first time, check whether you need to pre-teach any vocabulary.

1 She’s run an ultra marathon in Namibia and she’s kayaked down the Amazon. 2 A polar challenge – a 500-mile journey to the South Pole. It’s different because the cold, rather than the heat, might be a problem. EXTRA SUPPORT   Before Sts read the blog, ask them some comprehension questions, e.g. Where is Helen going on this challenge? (To the South Pole), How is Helen going to get there? (By skiing, kite-skiing, and cycling), etc.

c Focus on the instructions and make sure Sts understand what they have to do. Point out that the first one (B) has been done for them. Now give Sts time to number the entries 2–9. Check answers. 2  D  ​3  I  ​4  C  ​5  E  ​6  H  ​7  F  ​8  A  ​9  G

d Now tell Sts to read all the blog entries again and decide in which one Helen mentions the items in the list. Give Sts time to complete the task. Check answers. feeling very emotional  G  (I cried)

how beautiful Antarctica is  B  (the scenery was incredible)

looking forward to a wash  H  (lots of hot water so I can have a good wash)

having to wear the same clothes every day  I  (I’m not going to get clean clothes again for three weeks!) travelling quickly for the first time  E  (we set off…and straight away we were travelling fast.)

Deal with any other new vocabulary. Model and drill the pronunciation of any tricky words. e Put Sts in pairs and get them to tell each other about an adventure sport they’ve done or an exciting experience they’ve had. Get some feedback from various pairs. You could also tell the class if you have done any adventure sports.

7 VOCABULARY & SPEAKING strong adjectives

Vocabulary notes Many strong adjectives are used in a non-literal sense, e.g. starving and boiling are often used to mean very hungry or very hot, although people are not dying of hunger and the temperature is not 100 degrees Celsius. Some of them can also be used as -ed or -ing adjectives, e.g. fascinating / fascinated. Sts should be aware of this, but there is also a focus on -ed / -ing adjectives later. You may want to point out that amazed = very surprised, but amazing can mean either very surprising or very good, e.g. It was an amazing film. You could also point out that delighted can also mean very happy. a Give Sts time to read sentences 1–3 and complete each with an adjective. Get Sts to compare with a partner, and then check answers. 1  exhausted (= very tired)   ​2  freezing (= very cold)   ​ 3  filthy (= very dirty)

Elicit / Explain that these are strong adjectives, i.e. that they mean very tired, very cold, etc. Then focus on the Strong adjectives box and go through it with the class. b Give Sts time to read sentences 1–12, which all contain a strong adjective. From the context or their previous knowledge, Sts should be able to write synonyms for each one by writing the normal adjective. Sts could work in pairs or individually and then compare answers when they finish. Point out that the first one (angry) has been done for them. c e 2.20  Play the audio for Sts to listen and check. Check answers, making sure Sts are clear what all the adjectives mean. 2  small  ​3  afraid  ​4  interesting  ​5  hungry  ​6  big  ​7  hot  ​ 8  dirty  ​9  pleased  10  funny  ​11  sure  ​12  surprised

looking like a science fiction character  A  (I may look like Darth Vader) not being able to go outside  D  (we’ve had to stay in the tent) stopping cycling because she was very tired  C  (we had to stop because I was completely exhausted) stopping using one method of transport  F  (we’ve only been using bikes and cross-country skis, not kite-skis)

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8 r VIDEO LISTENING

e 2.20 1 A B 2 A B 3 A B 4 A

Was Lisa’s father angry about the car accident? Yes, he was furious! Is Oliver’s flat small? Yes, it’s really tiny – just a bedroom and a sitting room. Are you afraid of flying? Yes, I’m terrified! I never fly anywhere. There was an interesting documentary about whales on TV last night. B Yes, I thought it was fascinating. 5 A Are you very hungry? B I’m starving! I haven’t eaten all day. 6 A Is your parents’ house big? B It’s huge. It’s enormous. It has seven bedrooms. 7 A Was it hot in Dubai? B It was boiling! Forty-five degrees. 8 A Was Jack’s kitchen dirty? B It was filthy. It took us three hours to clean it. 9 A Are your parents pleased about the wedding? B They’re delighted. In fact, they want to pay for everything! 10 A Was the film funny? B It was hilarious. We laughed the whole way through. 11 A Are you sure you locked the door? B I’m positive. I remember turning the key. 12 A Were you surprised to hear that Ted and Sonia have broken up? B I was absolutely amazed! I never thought it would happen.

Now play the audio again, pausing after each exchange for Sts to listen and repeat the questions and responses. Model and drill pronunciation of the adjectives where necessary. Encourage Sts to copy the strong stress on the strong adjectives. Put Sts in pairs and get them to practise the conversations. Get some pairs to perform in front of the class. EXTRA SUPPORT   If you want to give more practice, you could ask the class more questions using a normal adjective and get them to respond with a strong one, e.g. Is the water cold? Is an elephant big? Was the book good? Was the weather bad? Are you frightened of snakes?, etc.

d Put Sts in pairs, A and B, and tell them to go to Communication Are you hungry?, A on p.178, B on p.183. Go through the instructions with them carefully, and then demonstrate the activity with a B student (you take the part of student A). Point out that when a pair has finished the activity, they should repeat it, this time trying to respond as quickly as possible and trying to stress the strong adjective strongly. Tell Sts to go back to the main lesson 2B. e Put Sts in pairs and get them to interview each other. Tell them to give as much information as possible and to use strong adjectives. Monitor and help with vocabulary. Get some feedback from various pairs. EXTRA SUPPORT   Choose one of the questions and tell Sts what you think, giving as much information as possible. FOR SPEAKERS OF SPANISH  

strong adjectives

38

Online Practice Vocabulary:

This is the first of five Video Listenings, which are incorporated into the Student’s Book. If you are unable to show the video in class, remind Sts that they can find the video on Online Practice and ask them to watch the video and do the activities for homework. a Focus on the poster and the photos of the five cakes. Tell Sts that they are going to watch a video about an event at Oxford University Press – a sale of home-made cakes and biscuits to raise money for charity. Play the video once the whole way through for Sts to listen and answer the question. EXTRA IDEA   Pause the video before the winner is announced (after the narrator says And then to choose the winner at 05:27) and get Sts to predict which one it is.

Get Sts to compare with a partner, and then check the answer. Ask Sts if they think that the winning cake looks the best. EXTRA SUPPORT  

Read through the script and decide if you need to pre-teach any new lexis before Sts watch the video.
 You could teach the group of baking-related words, e.g. buttercream (a mixture of butter and sugar), a sponge cake, blueberries, cookies, a loaf cake (= a cake that has the same shape as a loaf of bread), and icing. The winning cake is number 2, the Neapolitan cake. The Great OUP Bake Sale

N = narrator, E = Emma, J = James, D = Daisy, L = Laura

N People do many different things to raise money for charity. These runners are doing the New York Marathon. Every year, the race raises about forty million dollars. And these people are doing a sponsored skydive. There are also ways to raise money without taking exercise or jumping out of an aeroplane. These people are bringing cakes to a charity bake sale. The popularity of bake sales in the UK has increased dramatically over the last decade, thanks in part at least to the popularity of The Great British Bake Off. This programme, which began in 2010, has encouraged people of all abilities to bake, especially when it’s for charity. Today’s sale – at Oxford University Press – will raise money for two charities: Macmillan Cancer Support and Adelante Africa, a charity that supports education and other projects in a rural area of Uganda. But this bake sale is different – it’s also a competition and will be judged by Daisy Watt and Emma Collen, who are chefs and professional bakers. And from the moment the posters appeared, people have tried to persuade their colleagues to join in. Emma is going to make Viennese Whirls – biscuits with buttercream and jam. E I bake quite often, probably once or twice a month. It’s one of my main hobbies that I enjoy – um, kind of a stress-reliever for me, just being in the kitchen by myself, with some music on, just enjoying baking. Erm, and it’s just an added bonus to do it for charity as well, combining one of my hobbies with raising some money for some really great causes. It’s not the first time I’ve taken part in a bake sale. I’ve done several different kinds of bake sales for work and other things. N James is going to make a sponge cake with blueberries. J I bake not that often, maybe about, I don’t know, once month or something I might bake. Erm, when I, when I do, it’s usually baking with my kids, I suppose, so, um, you know, we make something really easy like cookies or something like that. The cake that I’ve baked today – I have baked that one in the past before. And so I’m quite confident, that it’s going to be OK at least, but, you know, I couldn’t say that it’s actually a speciality. I don’t bake often enough to have a speciality to be honest. I mean

2B

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N

D

N D

N D

N L E

J N

I’m baking now, because it’s for a charity, right, so, so I wouldn’t say I have a speciality. The finalists in this competition bake sale are a Baklava Cake, a Neapolitan Cake, Emma’s Viennese Whirls, a loaf cake and a chocolate cake. Although this isn’t The Great British Bake Off, Daisy is looking for certain criteria in the cakes. There are a few things I was looking for – refinement. It sounds harsh, but there were good cakes out there, so it was really important to choose the cakes that looked like someone had put real effort into the decoration and you can see the ones that put the effort in. And it’s now time to judge the five finalists. That’s fantastic! Very clever and you’ve even done the differentcoloured icing in between – a labour of love. Really good sponge. The chocolate sponge is delicious. It’s not over chocolatey, it's just… And then to choose the winner. So I’ve conferred enough, because it is really close, but there is one winner, who has obviously put so much effort, not just in the decoration, but also her sponge is technically brilliant. So, are you going to come up here? Congratulations! And now the only thing left to do is to eat the cake – and give money to the two charities. Obviously really happy that my cake was chosen and it’s really nice to bake for such a great cause as well. They were really complimentary about my bake, which was great. But a biscuit, I don’t think, is going to stand up to those beautifully-iced cakes that we had, so the standard was really high. I mean I’m not the best baker in the world. I know that, but you know, as I say, it came out really well and it raised loads of money for the charities, so no, I’m really pleased I did it, yeah. The cake sale raised over two hundred and seventy pounds for Macmillan Cancer Support and Adelante Africa.

b Give Sts time to read 1–10 which are mentioned in the video and make sure that they understand them, e.g. Viennese Whirls (= a kind of biscuit). Play the video again, pausing for Sts to decide why the items are mentioned. EXTRA SUPPORT  

1 The New York Marathon is an example of one of the ways that people raise money for charity. It raises about $40 million every year. 2 The Great British Bake Off is a television programme which has made baking and bake sales very popular. 3 Macmillan Cancer Support and Adelante Africa are the two charities that the OUP bake sale is raising money for. 4 Daisy Watt is a chef and is one of the judges of the baking competition 5 Viennese Whirls are the biscuits that Emma is making. 6 Emma says that baking is a stress-reliever for her – she enjoys baking and listening to music in the kitchen. 7 James is making a sponge cake with blueberries. 8 James says that when he bakes it’s usually with his kids, and they make something easy. 9 The decoration is one of the things that Daisy is looking for – she wants to see that the bakers have made a real effort with the decoration of their cakes.. 10 The OUP bake sale raised over £270 for the two charities.

Finally, ask Sts some questions, e.g. Is there a similar programme to ‘The Great British Bake Off’ in your country? Do you like baking? What kind of things do you make? Do people do Bake Sales for charity in your country?, etc. EXTRA SUPPORT   If there’s time and you are using the video, you could get Sts to watch again with subtitles, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases. EXTRA IDEA   You could get the class to do a Bake Sale to raise money for a local charity.

Pause the video after each thing to give Sts

time to write. EXTRA CHALLENGE  

First, put Sts in pairs and tell them to try to remember why 1–10 are mentioned. Then play the video again. Check answers.

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1&2 Revise and Check There are two pages of revision and consolidation after every two Files. These exercises can be done individually or in pairs, in class or at home, depending on the needs of your Sts and the class time available. The first page revises the grammar, vocabulary, and pronunciation of the two Files. The exercises add up to 50 (grammar = 15, vocabulary = 25, pronunciation = 10), so you can use the first page as a mini-test on Files 1 and 2. The pronunciation section sends Sts to the Sound Bank on pp.238–239. Explain that this is a reference section of the book, where they can check the symbols and see common sound−spelling patterns for each of the sounds. Highlight the video showing the mouth position for each sound. If you don’t want to use this in class, tell Sts to look at it at home and to practise making the sounds and saying the words. The second page presents Sts with a series of skills-based challenges. First, there is a reading text which is of a slightly higher level than those in the File, but which revises grammar and vocabulary Sts have already learned. The listening is some unscripted street interviews, where people are asked questions related to the topics in the Files. Sts can either watch the interviews on video or listen to them on audio. You can find these on the Teacher’s Resources on Oxford Premium, Classroom Presentation Tool, Class DVD, and Class Audio CDs (audio only). Alternatively, you could set this section / activity as homework. Sts can find the video on Online Practice. Finally, there is a speaking challenge which assesses Sts’ ability to use the language of the Files orally. You could get Sts to do these activities in pairs, or Sts can tick the boxes if they feel confident that they can do them.

More materials for speakers of Spanish For teachers on Oxford Premium Resources Video  Can you understand these people? 1&2 Quick Test 2 File 2 Test For students Online Practice  Check your progress

GRAMMAR 1  a  ​2  c  ​3  a  ​4  b  ​5  c  ​6  c  ​7  a  ​8  c  ​9  a  ​10  b  ​ 11  a  ​12  b  ​13  a  ​14  c  ​15  b

VOCABULARY a 1 duck (the others are seafood) 2 crab (the others are meat) 3 beetroot (the others are fruits) 4 raspberry (the others are vegetables) 5 chicken (the others are ways of cooking) b 1 dishonest  ​2  unfriendly  ​3  irresponsible  ​4  immature   5  insensitive c 1 waste  ​2  inherit  ​3  earn  ​4  borrow  ​5  save d 1 exhausted  ​2  starving  ​3  freezing  ​4  filthy  ​5  furious e 1 out  ​2  out  ​3  on  ​4  back  ​5  out

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PRONUNCIATION c 1  chicken /ɪ/  ​2  charge /ɑː/  ​3  inherit /h/  ​4  salary /æ/  ​ 5  steamed /iː/ d 1 sensible  ​2  terrified  ​3  unselfish  ​4  mortgage  ​ 5  exhausted

CAN YOU understand this text? a is now doing b 1 giving  ​2  proud  ​3  benefit  ​4  might  ​5  wasted  ​ 6  improvement  ​7  closing

r CAN YOU understand these people? 1  a  ​2  b  ​3  b  ​4  c  ​5  b

e 2.21

1 I = interviewer, P = Philomena

I What do you eat to cheer yourself up when you’re feeling sad? P I love roast potatoes, baked potatoes. They’re warm, buttery, nice olive oil. They make me feel good. I Does it make you feel better? P Yeah, usually it does. I think they’re quite refreshing, warm. When you’re feeling down, I think they’re the perfect remedy.

2 I = interviewer, M = Mark

I How often do you eat out? M Well, my wife would probably like me to eat out a little bit less, but probably about two to three times a week. I What kind of places do you go to? M You know, it always kind of depends. I think people like to eat in three or four different restaurants in their town no matter what, and it’s usually one of those three or four, usually pizza, Mexican, or Asian. I Why do you like these kinds of restaurants? M I guess part of it is it’s the type of food that you can’t normally prepare at home, so it’s something a little bit different. Otherwise it’s just tasty.

3 I = interviewer, R = Ross

I Do you have brothers and sisters? R I have step brothers and sisters – two stepsisters and one stepbrother. I Do you get on with them well? R Yes, we didn’t grow up together, but we’re now all adults and we get on really well.

4 I = interviewer, C = Coleen I C I C

Have you ever won any money, for example in a lottery? I won, many years ago, a thousand pounds, which was amazing. What did you do with it? We went on an unplanned long weekend break in the Malverns in England, which was absolutely gorgeous

5 I = interviewer, R = Richard

I Have you ever taken part in a charity event? R I have, yes. I ran the London Marathon, I think about eight years ago now. For Cancer Research. I How much money did you raise? S About six and a half thousand pounds.

Revise and Check

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3A Survive the drive G   choosing between comparatives and superlatives V  transport P   /ʃ/, /dʒ/, and /tʃ/, linking

Lesson plan The context for this lesson is an episode of the well-known BBC series about cars and driving, Top Gear, in which previous presenter Jeremy Clarkson and his colleagues organize a race across London using four different modes of transport. The lesson begins with vocabulary, and Sts learn words and phrases connected to transport, focusing particularly on road travel. This is followed by a pronunciation focus where the consonant sounds /ʃ/, /dʒ/, and /tʃ/ are contrasted. Sts then read about three of the participants in the race, who travelled by bike, car, and boat, and finally they listen to find out how the fourth participant, who was using public transport, fared. The first half ends with Sts discussing what the result of the race would be if it were held in their nearest big city. In the second half of the lesson, Sts begin by revising what they know about comparatives and superlatives, before going to the Grammar Bank, where this knowledge is extended. This leads into a listening activity about the causes of car accidents, based on detailed research from the USA. There is another pronunciation focus on linking in fast speech, which will help Sts to understand the listening. Sts then discuss some statements to do with road transport. The lesson ends with a writing focus where Sts write an article about transport in their town or city.

More materials for speakers of Spanish For teachers on Oxford Premium Photocopiables Grammar  choosing between comparatives and superlatives Communicative  Questionnaire Vocabulary  Transport For students Workbook 3A Online Practice  3A Plus extra Vocabulary, Pronunciation, and Listening for speakers of Spanish: prepositions; /dʒ/ and /j/; Traffic in Madrid Grammar and Vocabulary Pocket Book OPTIONAL LEAD-IN (BOOKS CLOSED)   Play Hangman (see Elementary Teacher’s Book p.24) with the phrase PUBLIC TRANSPORT.

Drill the pronunciation. Then get a show of hands to find out how many of the class regularly use public transport to get to work / school.

1 VOCABULARY & SPEAKING transport a e 3.1  Books open. Tell Sts they are going to hear eight forms of transport and they must number them in order. Play the audio once the whole way through. Check answers, making sure Sts know each form of transport. Model and drill pronunciation. e 3.1

(Sound effects for the following forms of transport) 1 train 2 car 3 bike 4 motorbike 5 lorry 6 the Underground 7 scooter 8 bus

b Tell Sts to go to Vocabulary Bank Transport on p.227.

Vocabulary notes Public transport and vehicles Make sure Sts are clear about the difference between a bus (= usually a vehicle used in a town or city) and a coach (= an intercity bus). You may want to point out that the London Underground is often called the Tube. On the road Sts may need reminding that compound nouns are two nouns together, where the first one describes the second. Focus on 1 Public transport and vehicles and make sure Sts know the meaning of vehicle (= something that is used for transporting people or things from one place to another). Model and drill its pronunciation /ˈviːəkl/. Then get Sts to do a individually or in pairs. e 3.2  Now do b. Play the audio for Sts to listen and check. Check answers. e 3.2

Transport 1 Public transport and vehicles 2 8 3 9 6 4 5 7 1

coach ferry lorry motorbike motorway scooter tram the Underground van

Now either use the audio to drill the pronunciation of the words, or model and drill them yourself. Give further practice of any words your Sts find difficult to pronounce. EXTRA SUPPORT   Tell Sts to cover the words and look at the photos to see if they can remember them.

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Now look at 2 On the road and get Sts to do a individually or in pairs. e 3.3  Now do b. Play the audio for Sts to listen and check. Check answers. Point out to Sts that roadworks is one word and that it is always used in the plural.

c

e 3.3



2 On the road

1 2 3 4 5 6 7 8 9 10 11 12 13 14

car crash cycle lane parking fine pedestrian zone petrol station roadworks rush hour seat belt speed camera speed limit taxi rank traffic lights traffic jam zebra crossing

Now either use the audio to drill the pronunciation of the words, or model and drill them yourself. Remind Sts that the strong stress falls on the first word in compound nouns, e.g. seat belt. Give further practice of any words your Sts find difficult to pronounce. Focus on Activation and tell Sts to cover the compound nouns and look at the photos. Can they remember the compound nouns? Now focus on 3 How long does it take? and go through the information box with the class. If you have a monolingual class, you could ask Sts what verb they use in their L1 to talk about how long things take. Put Sts in pairs and get them to ask and answer the two questions. Then get some feedback. EXTRA IDEA  

With a show of hands, you could see who has the shortest / longest trip to work / school. Finally, focus on 4 Phrasal verbs and get Sts to do a individually or in pairs. e 3.4  Now do b. Play the audio for Sts to listen and check. Check answers. e 3.4

4 Phrasal verbs

1 We set off at seven in the morning to try to avoid the traffic. 2 I arrive at eight fifteen. Do you think you could pick me up at the station? 3 Always check the address you put in your satnav or you may end up in the wrong place. 4 We’re going to run out of petrol soon. Let’s stop at the next petrol station. 5 Look out! You’re going to crash!

Tell Sts to go back to the main lesson 3A. EXTRA SUPPORT   If you think Sts need more practice, you may want to give them the Vocabulary photocopiable activity at this point.

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MEDIATION ACTIVITY   Put Sts in pairs, A and B, and tell them to go to Communication I’m a tourist – can you help me?, A on p.178, B on p.183. Focus on the instructions and set the scene. Sts A, who are foreign tourists wanting to use public transport in the town, should ask Sts B, who live in the town, their five questions. Monitor and help. Make sure Sts swap roles. Now Sts B, who are foreign tourists wanting to use a hired car in the town, should ask Sts A, who live in the town, their five questions. Monitor and help. Get some feedback from the class on some of the information given by Sts B and then by Sts A. Tell Sts to go back to the main lesson 3A.

FOR SPEAKERS OF SPANISH  

Online Practice Vocabulary:

prepositions FOR SPEAKERS OF SPANISH  

Pocket Book Vocabulary:

transport

2 PRONUNCIATION  /ʃ/, /dʒ/, and /tʃ/ Pronunciation notes These three consonant sounds are often confused by Sts. • sh is always pronounced /ʃ/ (e.g. shower, ship), as is -tion (e.g. station, pronunciation). • j is always pronounced /dʒ/. • ch is usually pronounced /tʃ/, but can also be pronounced /ʃ/ in some words, mainly of French origin, e.g. chef, machine. It is also sometimes pronounced /k/ in words like chemist’s, technology, etc. a e 3.5  Focus on the sound pictures and elicit the words and sounds: shower /ʃ/, jazz /dʒ/, and chess /tʃ/. Play the audio once for Sts just to listen. e 3.5

See words and sounds in Student’s Book on p.42

Then play the audio again, pausing after each word and sound for Sts to listen and repeat. b Get Sts to look at the list of words and put them in the correct column in a. Remind them that this kind of exercise is easier if they say the words aloud to themselves. Get Sts to compare with a partner. c e 3.6  Play the audio for Sts to listen and check. Check answers. e 3.6

shower /ʃ/  crash, rush, station jazz /dʒ/  bridge, journey, traffic jam chess /tʃ/  adventure, catch, coach

Now play the audio again, pausing after each group of words for Sts to listen and repeat. Put Sts in pairs and get them to practise saying the words. d e 3.7  Focus on the pairs of words, and make sure Sts know what they mean. Now play the audio once the whole way through for Sts just to listen. Ask if they can hear the difference.

3A

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e 3.7

See words in Student’s Book on p.42

Play the audio again, pausing after each pair for Sts to listen and repeat. e e 3.8  Now tell Sts that this time they will only hear one of the words in each pair and they must circle the one they hear. Play the audio once the whole way through for Sts to complete the task. Check answers. 1  b jeep   2  a chain   3  b joke   4  b chip   5  a shoes   6  b watch 

e 3.8 1 2 3 4 5 6

f e 3.9  Tell Sts they are going to hear five short sentences or questions and they need to write them down. Play the audio once the whole way through for Sts just to listen. e 3.9

Do you like chips? I’m going to wash it. You choose. Don’t joke about it. Is it cheap?

Now play the audio again, pausing after each sentence or question to give Sts time to write. Check answers by eliciting the sentences onto the board. See script 3.9 FOR SPEAKERS OF SPANISH  

Online Practice Pronunciation:

/dʒ/ and /j/

3 READING & LISTENING confirming predictions

a Focus on the photos and ask Sts if they know the TV programme Top Gear. If they do, ask them what they think of it. If they don’t, tell them that it is a British TV show about cars and that the presenters do funny, adventurous, and sometimes dangerous things. Now focus on the instructions and make sure Sts understand race (= a competition between people, etc. to see which one is faster or the fastest). Point out the Glossary and go through it with the class. Get Sts to read the introduction and answer the three questions. Check answers. !   When you check the answer to where they are going from and to, focus on the map so that Sts can see the places mentioned. Point out that it is part of the Underground map, and that the distances and positions of the river, buildings, etc. are approximate.

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b Now put Sts in pairs and get them to discuss questions 1 and 2. Elicit Sts’ opinions. You could write their predictions on the board. c Now give Sts time to read the three paragraphs and to see if they want to change their predictions in b. When they have finished reading, they should tell another student what they think. Find out if anyone has changed their prediction. EXTRA SUPPORT   Before Sts read the article the first time, check whether you need to pre-teach any vocabulary, but not the highlighted verb phrases in e.

jeep chain joke chip shoes watch

EXTRA SUPPORT   If these sounds are difficult for your Sts, it will help to show them the mouth position. You could model this yourself or use the Sound Bank videos on Online Practice.

1 2 3 4 5

They go from Kew Bridge, in the south-west of London, to the check-in desk at London City Airport, in the east. A bike, a car, a motorboat, and public transport

d Focus on the instructions and get Sts to read about the three journeys again and to answer questions 1–7. Set the three-minute time limit, and when the time is up, get Sts to compare with a partner. Check answers. 1  Ja  2  Je  3  R  4  Ja  5  R  6  Je  7  Je

e Focus on the task and get Sts to work with a partner to say what the words and phrases mean. Encourage them to go back and look at the words in context if they can’t remember their meaning. Check answers, either explaining in English, translating into Sts’ L1, or getting Sts to check in their dictionaries. Model and drill pronunciation. turned round /tɜːnd raʊnd/ = changed direction was ahead of /wəz əˈhed əv/ = was in front of sb crash into /kræʃ ˈɪntə/ = hit an object or another vehicle turned red /tɜːnd red/ = changed to red get stuck /get stʌk/ = be unable to move getting worse /getɪŋ wɜːs/ = becoming more and more busy

Deal with any other new vocabulary. Model and drill the pronunciation of any tricky words. f e 3.10  Focus on the instructions and the map, and ask Sts how The Stig is going to travel (By public transport). Give them time to look at the map carefully. Before playing the audio, make sure Sts understand warning (= telling sb that sth bad may happen in the future, so that they can try to avoid it). Play the audio once the whole way through for Sts to listen and mark The Stig’s route on the map and answer the question. Play again if necessary. Check answers, eliciting what public transport he took (bus, Tube, and train). When eliciting the information or warning you hear on the Tube, check Sts understand the word gap. You could also elicit that on the Tube, the stations are announced before you arrive, and you are also told what lines you can change to at each station. EXTRA SUPPORT   Read through the scripts and decide if you need to pre-teach any new lexis before Sts listen.

3A

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He took a bus from Kew Bridge to Acton Town. Then he took the Underground (District line) from Acton Town to Monument. Then at Monument, he changed onto the Docklands Light Railway, which he took to London City Airport. The train now approaching is…; Please mind the gap between the train and the platform; The next station is Monument. Change here for…

e 3.10

N = narrator, T = Tube announcer

N The Stig was using public transport for the first time in his life! He saw a big, red thing coming towards him. A bus! He got on it, and used his Oyster card to pay. Ten minutes later, he got off and got the Tube at Acton Town, to take the District line to Monument. Eighteen stops! T The train now approaching is a District line train to West Ham. Please mind the gap between the train and the platform. N The Stig noticed that everyone was reading a newspaper, so he picked up a free one that was on a seat and started reading. T The next station is Monument. Change here for the Central line and the Docklands Light Railway. N He got off the Tube and ran to the platform for the Docklands Light Railway. After a few minutes, a train arrived. Now it was just ten stops and he would be there!

g e 3.11  Write the four presenters’ names and modes of transport on the board: JEREMY – BOAT, JAMES – CAR, RICHARD – BIKE, THE STIG – PUBLIC TRANSPORT. Now tell Sts to number them in the order in which they think they arrive at the final destination (you may still have Sts’ predictions from earlier in the lesson). Get Sts to compare with a partner. Now focus Sts’ attention on the two questions, making sure they understand annoyed (= slightly angry), and tell them to listen to what happened. Play the audio once the whole way through. e 3.11

Jeremy Clarkson, who had travelled in the boat, ran into London City airport and ran straight to the check-in desk. The man at the check-in desk said, ‘Unfortunately, a gentleman on a bike has checked in already.’ Jeremy couldn’t believe it! He looked at Richard Hammond, who was standing nearby laughing. They waited for the other two to arrive. They needed public transport to come last. Top Gear, after all, is a programme about cars. A few minutes later came The Stig. He was third. And fifteen minutes later, James, who had come by car, arrived at the airport. Disaster! Public transport had beaten the car!

First, elicit the order in which everyone arrived. 1  Richard (bike)   2  Jeremy (boat)   3  The Stig (public transport)   4  James (car)

With a show of hands, find out how many Sts had guessed correctly. Then elicit why Jeremy Clarkson was annoyed. Because Top Gear is a car programme, and the car came last.

h If Sts all come from the same city / town, elicit the modes of transport available in their city / town and ask them which one would win in a similar competition. If Sts come from different cities / towns, put them in pairs or small groups, and get them to do the activity. Get some feedback.

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4 GRAMMAR  choosing between comparatives and superlatives

a Focus on the task and get Sts to do this in pairs or individually. Get Sts to compare with a partner if they worked individually, and then check answers. Make sure Sts explain why the g phrases are wrong. 1 2 3 4 5 6 7 8

g the quickest way f g  as fast as f g as many trains as g the most exciting journey f g more carefully than

b Tell Sts to go to Grammar Bank 3A on p.208.

Grammar notes Sts will almost certainly have been taught the basic rules regarding comparative and superlative forms of adjectives and adverbs, so this grammar focus should be mainly revision and consolidation. Sts may still mix up comparative and superlative forms (This is the older building in the town) and make mistakes with the rules for forming comparatives and superlatives. Some other typical mistakes include: • confusing as and than, e.g. The train isn’t as cheap than the bus. • omitting the definite article, e.g. He’s best player in the team. • confusing adjectives and adverbs, e.g. You drive more quick than me. Focus on the example sentences and play audio e 3.12, e 3.13 and e 3.14 for Sts to listen and repeat. Encourage them to copy the rhythm. Then go through the rules with the class. Focus on the two information boxes and go through them with the class. Now focus on the exercises and get Sts to do them individually or in pairs. Check answers, getting Sts to read the full sentences. a 1 2 3 4 5 6

I think skiing is easier than horse-riding. This is the hottest train I’ve ever been on. A motorbike is more powerful than a scooter. I drive more slowly than my partner. The worst time to travel is on holiday weekends. The furthest / The farthest I’ve ever driven is from London to Edinburgh. 7 The London Underground is older than the subway in New York. 8 I think that travelling by train is the most relaxing form of transport. 9 Of all my family, my mum is the best driver. b 1  as  ​2  the  ​3  than  ​4  ever  ​5  him  ​6  most  ​7  as  ​ 8  more  ​9  as  ​10  in

Tell Sts to go back to the main lesson 3A.

3A

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EXTRA SUPPORT   If you think Sts need more practice, you may want to give them the Grammar photocopiable activity at this point.

c Focus on the task. Point out the example, explaining that first, Sts have to make a superlative sentence using the given adjective, i.e. Cycling is the most dangerous. Then they must compare the other two remaining, i.e. Riding a motorbike is more dangerous than driving. Put Sts in pairs and get them to complete the task. EXTRA CHALLENGE   Get pairs to compare with another pair, to see if they agree. Get them to defend their choices.

Get some feedback from various pairs, asking them to give reasons where possible. Pocket Book Grammar: comparatives and superlatives: adjectives and adverbs FOR SPEAKERS OF SPANISH  

5 LISTENING & PRONUNCIATION linking a Tell Sts they are going to read a text about some American research looking at the causes of road accidents. You might want to pre-teach / elicit the meaning of distracting (= taking your attention away from what you are trying to do). Give Sts time to read the text. EXTRA SUPPORT   Ask Sts some comprehension questions, e.g. How did the scientists do their research? (They put video cameras and other gadgets into more than 3,500 cars.), How old were the drivers? (Between 16 and 98), How long did the research take? (Three years), etc.

Now put Sts in pairs and get them to discuss questions 1–3, making sure they understand the lexis, e.g. reliable. You might also want to check Sts understand the meaning of the eight things in the list (they may not know adjust and reach). Elicit some opinions from various pairs, but don’t tell them if they are correct. Tell Sts they will find out the answers later in the lesson.

Pronunciation notes The focus here is on understanding English rather than on production. One of the things that can make fast spoken English difficult for Sts to understand is linking. This makes words sound as if they’re running into each other, and Sts can find it hard to identify individual words – and they may get lost altogether and not understand overall meaning. Here we focus on identifying and understanding linking, without trying to push Sts into producing it themselves. This is an important first step which will improve Sts’ comprehension. There are many different kinds of linking in English, and here the focus is on three common types, examples of which frequently occur in superlative sentences. b e 3.15  Focus on the Linking box and go through it with the class. Now tell Sts they’re going to listen to some extracts from an interview with a traffic safety expert and they must complete the seven sentences with words which are linked. Give Sts time to read 1–7. Play the audio once the whole way through, pausing after each sentence to give Sts time to write. Check answers.

1  3  5  7 

most dangerous   2  bad decisions   look at an accident   4  cause of accidents on   twice as, have an accident   6  What did, most interesting keep your eyes on

e 3.15

1 What’s the most dangerous thing you can do while you’re driving? 2 …you’ll probably make bad decisions… 3 …people slow down to look at an accident… 4 …this is a really common cause of accidents on motorways… 5 This makes you twice as likely to have an accident.
 6 What did you find most interesting? 7 …always keep your eyes on the road!

Now play the audio again for Sts to listen and repeat. You could then get individual Sts to say the sentences. c e 3.16  Focus on the likely box and go through it with the class. Now tell Sts they’re going to listen to the full interview with the traffic safety expert. They must listen and number the eight actions or feelings listed in the text in a from 1 (= the most dangerous) to 8 (= the least dangerous). Play the audio once the whole way through. Get Sts to compare with a partner, and then play the audio again if necessary. Check answers. EXTRA SUPPORT   Read through the script and decide if you need to pre-teach any new lexis before Sts listen.

1 2 3 4 5 6 7 8

feeling emotional reaching for something in the car looking at something by the road adjusting the satnav feeling tired adjusting the radio or music system eating or drinking talking to a passenger

e 3.16

(script in Student’s Book on p.198)

H = TV host, T = Tom

H Hello and welcome. On today’s programme, we’re talking about how to drive safely. A new book called Survive the Drive has just been published, and we asked Tom, our transport and travel correspondent, to take a look. Welcome, Tom. T Thank you. H So, tell us – what’s the most dangerous thing you can do while you’re driving? Obviously, we’re not talking about drinking alcohol, taking drugs, or using a handheld phone to make calls or text, which everyone knows you must never do. T Well, this is really surprising: top of the list is driving when you’re feeling emotional. The researchers found that you’re nearly ten times more likely to have an accident if you’re feeling very sad or angry or stressed. If you’re emotional, then you can’t concentrate on the road, and you’ll probably make bad decisions if you find yourself in a dangerous situation. In fact, if you’re feeling very emotional, it’d be better not to drive at all! H Wow, OK. I’ll try to remember that next time I have a bad day at work! What’s the second most dangerous thing? T This one’s less surprising – it’s reaching for something in your car. It might be your phone, or a map, or some sweets. If you’re reaching down, or trying to get something from the back seat, then you aren’t looking at the road, and you’re nine times more likely to have an accident.

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H And number three? T Number three is looking at something interesting or something that’s happening by the road. A really common example of this is when people slow down to look at an accident – they don’t realize that by looking at the accident and not at the road, the chance of having an accident themselves goes up over seven times. In fact, this is a really common cause of accidents on motorways. H So the message is: don’t be distracted. T Yes, exactly. If you’re driving fast, you can travel over one hundred metres in less than three seconds. And a lot can happen in three seconds. H So that’s the top three – what about other things to avoid? T Well, at number four is adjusting your satnav, which can be very distracting, and makes you nearly five times more likely to have an accident. At number five is driving when you’re tired. Sixty per cent of drivers say they’ve driven when tired in the last year, so it’s a big problem – and you can lose control of your car completely. And at number six is adjusting your radio or music system. This makes you twice as likely to have an accident. Again, it’s the distraction from the road that’s the problem, and only having one hand on the wheel. H And the last two? T The seventh is eating or drinking, because again, you normally take one hand off the wheel, and the eighth is talking to a passenger, which can be distracting because the driver often turns to look at the passenger. H So how would you summarize the research? What did you find most interesting? T I think for me, the most interesting thing is that some of these things don’t seem very dangerous, and good drivers often do them – but the research shows that they are. So next time you get in your car to drive somewhere, think about what you’re doing, and always, always keep your eyes on the road!

Find out, with a show of hands, if anyone guessed the top three correctly; then find out if the class agree with the expert’s top three. d Tell Sts they are going to listen to the interview again and this time they must write down any numbers or facts related to the eight actions or feelings. Point out that the first one has been done for them. Play the audio again the whole way through. Get Sts to compare with a partner, and then play the audio again if necessary. Check answers. 2 reaching for something in the car – nine times more likely to have an accident 3 looking at something by the road – seven times more likely to have an accident 4 adjusting the satnav – five times more likely to have an accident 5 feeling tired – 60 per cent of drivers have driven when tired in the last year 6 adjusting the radio or music system – twice as likely to have an accident 7 eating or drinking – you normally take one hand off the wheel 8 talking to a passenger – the driver often turns to look at the passenger EXTRA SUPPORT   If there’s time, you could get Sts to listen again with the script on p.198, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases.

6 SPEAKING a Focus on the statements and go through them with Sts. Give Sts time to decide if they agree or disagree with them and to think of their reasons. b MEDIATION ACTIVITY   Focus on the Giving your opinion box and go through it with the class. Put Sts in small groups of three or four. Sts should take turns to read out the statements, give their own opinion and reasons, and then invite opinions and reasons from the other Sts in the group. Monitor and help, encouraging Sts to use the expressions in the box. Get feedback to find out if there was a general consensus of agreement or disagreement on each statement.

7 WRITING  an article for a website Tell Sts to go to Writing An article for a website on p.189. a Focus on the instructions and questions. Put Sts in pairs or small groups and get them to discuss the questions. Get some feedback from the class. b Tell Sts to read the article to check their answers to a and then answer 1–3. Tell them not to worry about the gaps in the article. Check answers. the most expensive: black cab / taxi the healthiest: cycling the best for sightseeing: (double-decker) bus the safest late at night: taxi / minicab 1 To travel on the Underground and on buses 2 £2 a day for short journeys up to 30 minutes, more for longer journeys (£2 for each additional 30 minutes). 3 A black cab is more expensive, but the drivers know London very well. A minicab is a normal car which works for a company; you have to book it, but it’s much cheaper than a black cab.

c Now tell Sts to read the article again and to complete the gaps with prepositions from the list. Check answers. 2  on  3  off  4  on  5  with  6  in  7  at

d Focus on the Transport in your town box and go through it with the class. Now tell Sts they are going to write a similar article about public transport in their (nearest) town / city. Tell them to use headings as in the article, language from the information box, and the Vocabulary Bank Transport. You may like to get Sts to do the writing in class, or you could set it as homework. If you do it in class, set a time limit for Sts to write their article, e.g. 15–20 minutes. e Sts should check their work for mistakes before giving it in.

e Do this as a whole-class activity. FOR SPEAKERS OF SPANISH  

Online Practice Listening: Traffic

in Madrid 46

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3B Men, women, and children 1A G  articles: a / an, the, no article V   collocation: verbs / adjectives + prepositions P   /ə/, two pronunciations of the

Lesson plan This lesson examines common stereotypes about men and women, based on recent research. The topic is intended to spark discussion among students, not to reinforce the stereotypes. It begins with a speaking activity on stereotypes, with a special focus on generalizing. This leads to an article about whether certain common stereotypes are true or not. Next is the grammar focus on articles: when (and when not) to use an article, and which article to use. This is followed by a pronunciation focus on the schwa in unstressed syllables and words, and on the two pronunciations of the. In the second half of the lesson, Sts listen to a psychologist talking about children and stereotypes. This is followed by a speaking activity on toys Sts played with as a child and clothes they wore. The lesson ends with a vocabulary focus on verbs and adjectives with dependent prepositions.

More materials for speakers of Spanish For teachers on Oxford Premium Photocopiables Grammar  articles: a / an, the, no article Communicative  Generally speaking Vocabulary  Dependent prepositions For students Workbook 3B Online Practice  3B Plus extra Vocabulary and Pronunciation for speakers of Spanish: dependent prepositions; /d/ and /ð/ Grammar and Vocabulary Pocket Book OPTIONAL LEAD-IN (BOOKS CLOSED)   Write the following definition on the board: A FIXED IDEA OR IMAGE THAT MANY PEOPLE HAVE OF A PARTICULAR TYPE OF PERSON OR THING, WHICH IS OFTEN NOT TRUE IN REALITY

Then ask Sts if they know what word is being defined. Elicit ideas, but if they don’t get it, write: ST _ _ _ _ _ _ _ _ to help them to get stereotype. Drill the pronunciation, and then ask Sts what kind of things can be stereotypes, e.g. fixed ideas about certain nationalities or about men and women.

1 SPEAKING & READING  understanding the

main point in a paragraph

a e 3.17  Books open. Focus on the instructions and give Sts time to read the Generalizing box. Encourage them to guess what the missing words might be. You might want to check Sts know what a hypochondriac /haɪpəˈkɒndriːæk/ is (= somebody who worries about their health and believes that they are ill when there is nothing wrong with them). Model and drill pronunciation. Now play the audio, pausing after each speaker to give Sts time to complete the gaps.

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Get Sts to compare with a partner, and then either check answers or play the audio again. Check answers. Point out that the highlighted expressions are useful for when you are talking in general. 1  speaking  2  on, tend   3  general, usually

e 3.17

1 Generally speaking, I think it’s true that women worry more about their appearance than men. They spend longer choosing what to wear, doing their hair, and things like that. 2 I don’t think it’s true that men are more interested in sport than women. However, on the whole, I think women tend to have fewer opportunities to actively participate in sport. 3 I think that in general, men worry about their health more than women. Hypochondriacs are usually men, not women.

Now give Sts a few minutes to read the comments again and decide if they agree or disagree with what the people said. Elicit some opinions. b MEDIATION ACTIVITY   Focus on the instructions and the ten statements under Do you think it’s true?, making sure Sts understand them. Then put Sts in groups of three or four and get them to discuss each statement. Monitor and check, correcting any misuse of articles and encouraging Sts to use the expressions for generalizing. Get quick feedback from a different group for each topic. Tell Sts if you agree or not, and why. c Focus on the task and, if you didn’t do the Optional lead-in, make sure Sts know what a stereotype /ˈsteriətaɪp/ is (= a fixed idea or image that many people have of a particular type of person or thing, which is often not true in reality). Give Sts time to read the article and complete it with five headings from the statements in b. Check answers. EXTRA SUPPORT   Before Sts read the article the first time, check whether you need to pre-teach any vocabulary, but not the highlighted verbs, which are focused on in e.

1 2 3 4 5

Men are better at navigating than women. Women talk more than men. Women are more caring than men. Women can multitask better than men. Men are better at telling jokes than women.

d Focus on the question and the three options. Tell Sts to now read the article again and match the stereotypes to the research. Check answers. a  2  b  3  c  1, 4, 5

e Focus on the instructions and give Sts time to complete the task. Get Sts to compare with a partner, and then check answers.

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1  show  2  discover  3  argue  4  turn out

Deal with any other new vocabulary. Model and drill the pronunciation of any tricky words. f Focus on the task and make sure Sts understand the first sentence. Do this question as a whole-class activity. Now put Sts in pairs and get them to think of more stereotypes about men and women and discuss whether they think they are true or not. Get some feedback from various pairs.

2 GRAMMAR articles: a / an, the, no article a Focus on the four jokes, and tell Sts to complete the gaps with a, an, the, or no article at all. Get them to compare with a partner. b e 3.18  Play the audio for Sts to listen and check. Check answers. Don’t give any grammar explanations at the moment, as this will come later. 1  –  ​2  –  ​3  A  ​4  a  ​5  a  ​6  an  ​7  the  ​8  the  ​ 9  –  ​10  a   ​11  –

e 3.18 1

Girl  Daddy, did you know that girls are cleverer than boys? Father  No, I didn’t know that. Girl  You see!

2 A man goes to see a lawyer: Man  Excuse me. What do you charge? Lawyer  One thousand dollars for three questions. Man  Wow! Isn’t that a bit expensive? Lawyer  Yes. What’s your third question?

3

Doctor  Hello, did you come to see me with an eye problem? Patient  Yes! How did you know? Doctor Because you came in through the window instead of the door.

4

Mother  What did you do at school today, Patrick? Boy  It was a great day! We made explosives! Mother  And what are you going to do at school tomorrow? Boy  What school?

Now ask the class if they think any of the jokes are funny. c Tell Sts to go to Grammar Bank 3B on p.209.

Grammar notes Sts have learned rules for using articles before, but here the main ones are brought together. Most nationalities will have some problems using articles correctly, but especially those who don’t have articles in their language. In this lesson the basic rules are covered. Other more specific uses, e.g. with geographical names, are introduced in English File B2.2. Some typical mistakes include: • omitting the article, e.g. I saw old man with dog. • the incorrect use of the definite article when generalizing, e.g. The men usually love the football. Focus on the example sentences and play audio e 3.19, e 3.20 and e 3.21 for Sts to listen and repeat. Encourage them to copy the rhythm. Then go through the rules with the class. 48

Now focus on the exercises and get Sts to do them individually or in pairs. Check answers, getting Sts to read the full sentences. a 1  3  5  7  10 

a nurse, The hospital   ​2  a horrible day, the car   ​ love stories, war films   ​4  the theatre, once a month   ​ dinner, next Friday   ​6  a chef, the best cook   ​ the windows, home   ​8  dogs, the dogs   ​9  school, last week   happiness, money

b 1 A  How often do you go to the gym? B  About three times a week. But I never go on – Fridays.  ​ 2 A  What time does the train leave? B In 40 minutes. Can you drop me off at the station on your way to – work?   3 A What an amazing dress! B  Thanks. I bought it in the sales – last month. 4 A What’s the most interesting place to visit in your town? B Probably the castle. It’s the oldest building. 5 A  What shall we do – next weekend? B  Let’s invite Toni for – lunch. We could eat in the garden. ​6 A  Do you like – cats? B  Not really. I prefer – dogs. I think they’re the best pets.​ 7 A  Is your mum a housewife? B No, she’s a teacher. She’s always tired when she finishes – work. ​ 8 A  Have you ever had a problem in your relationship? B  Yes, but we solved the problem and we got married. ​9 A  When is the meeting? B  They’ve changed the date. It’s on – Tuesday now.

Tell Sts to go back to the main lesson 3B. EXTRA SUPPORT   If you think Sts need more practice, you may want to give them the Grammar photocopiable activity at this point. FOR SPEAKERS OF SPANISH  

Pocket Book Grammar: articles:

a, an, the

3 PRONUNCIATION  /ə/, two pronunciations of the Pronunciation notes /ə/ is the most common sound in English. /ə/ can be spelled by any vowel. It always occurs in unstressed syllables, or unstressed words, e.g. articles and prepositions. You may want to give Sts some simple rules, e.g. that: • -er at the end of a word is always pronounced /ə/, e.g. teacher, better, etc. • -tion is always pronounced /ʃən/. a e 3.22  Elicit the sound and picture word: /ə/ computer, and highlight that both the o and the er are pronounced /ə/. Play the audio once for Sts just to listen. e 3.22

See sound and words in Student’s Book on p.47

Now play the audio again for Sts to listen and repeat. b e 3.23  Focus on the instructions and the phrases in the list. Demonstrate clearly the two different pronunciations of the, /ðiː/ and /ðə/.

3B

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Play the audio once for Sts to listen and underline the five phrases where the is pronounced /ðiː/. Check answers.



1  the office   ​2  the Underground   ​3  the internet   ​ 4  the accident   ​5  the evening

e 3.23

See phrases in Student’s Book on p.47

Now ask Sts why the is pronounced differently in those five phrases. Because the noun starts with a vowel (a, e, i, o, u).

Now ask Sts which phrase in the list is an exception. The universe is the exception because it starts with the /juː/ sound (not /ʌ/).

Play the audio again for Sts to listen and repeat the phrases. c Put Sts in pairs and get them to practise saying the phrases. You may want to point out that It’s not the end of the world is used idiomatically to mean that something isn’t a complete disaster. EXTRA SUPPORT  

A

Model and drill each phrase first.

EXTRA SUPPORT   If these sounds are difficult for your Sts, it will help to show them the mouth position. You could model this yourself or use the Sound Bank videos on Online Practice. FOR SPEAKERS OF SPANISH  

Online Practice Pronunciation:

/d/ and /ð/

4 LISTENING & SPEAKING  understanding

P N

points of view

a Focus on the list of toys and make sure Sts know what they all are. Model and drill pronunciation. Put Sts in pairs and get them to discuss which toys fall into which of the three categories in the instructions. Get some feedback from various pairs. b Focus on the two photos and ask Sts what they think the artist is saying. Elicit as many opinions as possible. There are many more ‘pink and blue’ photographs on her website. c e 3.24  Tell Sts they are going to listen to a programme about children and stereotypes. They must listen and answer the questions. Check answers. In the past, boys were dressed in pink and girls in blue. No, they don’t. EXTRA SUPPORT   Read through the script and decide if you need to pre-teach any new lexis before Sts listen.

e 3.24

(script in Student’s Book on p.199)

P

where does this rule come from, exactly? Are little girls genetically attracted to pink, and little boys to blue? It seems not. You may be surprised to hear that a hundred years ago, it was the exact opposite. In a popular magazine of the time, an article said, ‘The generally accepted rule is pink for boys and blue for girls. The reason is that pink, being a stronger colour, is more suitable for a boy, while blue, which is more delicate, is prettier for a girl.’ The change to pink for girls and blue for boys happened only after World War Two. The idea of women being equal to men emerged and, as a result, people started dressing little girls in pink. Soon, advertisers got hold of the idea, and made blue the colour for boys. Since then, the pink and blue stereotype has never gone away. And it’s not only clothes, but all sorts of other things as well. Girls’ rooms and furniture are painted pink, girls’ accessories are made in pink, girls’ toys are packaged in pink. South Korean photographer JeongMee Yoon was so struck by this that she created a series of photographs called The Pink and Blue Project, where children were photographed in their rooms with all the things they possessed in either pink or blue. But is this something we really need to worry about? Alison Carr, from the Institute of Engineering and Technology, says yes. When we’re choosing between one toy or another to buy as a present for a child, we’re influenced by stereotypes, and if the child is a girl, we’ll probably choose something pink. And this is a problem, because not only are eighty-nine per cent of girls’ toys pink, but also only a very few of them are connected with science or maths. Most girls’ toys are still based on dolls and dressing up, while boys’ toys are more likely to be related to building and cars. And the problem is that the toys we play with influence our interests, and even the jobs that we end up getting. If girls don’t have access to as many construction toys, or mechanical and scientific toys as boys, they’ll think that science and technology is ‘not for them,’ so they’ll be less likely to choose to study it at school and later at university. I think that if they were allowed to choose for themselves, girls and boys would choose the same sort of toys, and that parents need to forget about the stereotypes, about pink and blue. Toys should be the same colour for all children – red, yellow, green, whatever. However, Natasha Crookes, from the British Toy & Hobby Association doesn’t agree. I think that instead of abandoning the pink and blue thing, we should use it. If we want girls to get interested in maths and science, we should package science and engineering toys in a pink box. Then maybe girls – or their parents – will start buying them. And now we’re moving on to...

d Now tell Sts they are going to listen again and this time they must choose the correct options to complete 1–5. Give Sts time to read the sentences and options. Play the audio again the whole way through. Get Sts to compare with a partner, and then check answers. 1  c  2  a  3  b  4  a  5  c EXTRA SUPPORT   If there’s time, you could get Sts to listen again with the script on p.199, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases.

e Put Sts in pairs and get them to discuss questions 1–3. Get feedback from various pairs. You could also tell Sts your answers to one or two of the questions. EXTRA IDEA   If any of your Sts have young children, you could ask them what kind of toys they play with and what kind of clothes they wear.

P = presenter, A = Alison Carr, N = Natasha Crookes

P ‘Pink is for girls; blue is for boys.’ How many times have we heard that? And if you walk down the aisles of children’s clothes shops, you’ll see rows and rows of clothes in these two colours. But

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5 VOCABULARY  collocation: verbs / adjectives + prepositions

a Focus on the instructions and remind Sts that they have to remember which prepositions to use after certain verbs and adjectives, e.g. you talk to somebody about something. Get Sts to complete 1–3, and then check answers. 1  about  2  between  3  in

b Tell Sts to go to Vocabulary Bank Dependent prepositions on p.228.

Vocabulary notes You may want to point out that some adjectives can be used with more than one preposition, depending on the meaning, e.g. we use good at for something you are an expert at, but good for when something is beneficial. Some people say fed up of (sth) in informal British English, but this is not considered correct in standard English. Focus on 1 After verbs and get Sts to do a individually or in pairs. Remind them to write the prepositions in the column on the right, not in the sentence. e 3.25  Now do b. Play the audio for Sts to listen and check. Check answers. e 3.25

Dependent prepositions 1 After verbs

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

He apologized to the police officer for driving fast. I never argue with my husband about money. We’re arriving in Milan on Sunday. We’re arriving at Malpensa airport at three forty-five. Could you ask the waiter for the bill? Do you believe in stereotypes? Who does this book belong to? I can’t choose between these two bags. We might go out. It depends on the weather. I dreamed about my childhood last night. Don’t laugh at me! I’m doing my best! I’m really looking forward to the party. If I pay for the meal, can you get the drinks? This music reminds me of our honeymoon in Italy. I don’t spend a lot of money on clothes. We need to talk to Anita about her school report.

EXTRA SUPPORT   You could play the audio again, pausing

after each sentence for Sts to listen and repeat, to give them extra practice with sentence rhythm. Focus on Activation and tell Sts to cover the Preposition column on the right and say the sentences with the correct preposition. Now focus on 2 After adjectives and get Sts to do a individually or in pairs. e 3.26  Now do b. Play the audio for Sts to listen and check. Check answers. e 3.26

2 After adjectives 1 2 3 4 5 6 7 8

50

My brother is afraid of bats. She’s really angry with her boyfriend about last night. I’m very close to my elder sister. This exercise isn’t very different from the last one. We’re really excited about going to Brazil. Krakow is famous for its main square. I’m fed up with sitting in this traffic jam. I’m very fond of my little nephew. He’s adorable.

9 10 11 12 13 14 15 16 17 18 19

I’ve never been good at sport. Eat your vegetables. They’re good for you. My sister is very interested in astrology. She’s very keen on cycling. She does about fifty kilometres every weekend. I don’t like people who aren’t kind to animals. She used to be married to a pop star. I’m really pleased with my new scooter. My dad was very proud of learning to ski. Why are you always rude to waiters and shop assistants? Rachel is worried about losing her job. I’m tired of walking. Let’s stop and have a rest.

EXTRA SUPPORT   You could play the audio again, pausing after each sentence for Sts to listen and repeat, to give them extra practice with sentence rhythm.

Focus on the Gerunds after prepositions box and go through it with the class. Finally, focus on Activation and tell Sts to cover the Preposition column on the right and say the sentences with the correct preposition. Tell Sts to go back to the main lesson 3B. EXTRA SUPPORT   If you think Sts need more practice, you may want to give them the Vocabulary photocopiable activity at this point.

c Tell Sts to complete questions 1–12 with a preposition. d e 3.27  Play the audio for Sts to listen and check. Check answers, making sure Sts understand the questions. 1  about  ​2  at  ​3  to  ​4  to  ​5  on  ​6  of  ​7  for  ​8  in  ​ 9  of   ​10  with, about   ​11  with  ​12  on

e 3.27

1 When you’re with friends of the same sex, what do you usually talk about? 2 Are there any sports or games that you’re good at? 3 Is there anything you’re really looking forward to? 4 Who in your family are you closest to? 5 What kind of films are you keen on? 6 Are there any animals or insects that you’re afraid of? 7 What’s your town or region famous for? 8 Are there any superstitions that you believe in? 9 Is there a story in the news at the moment that you’re really tired of? 10 Who’s the last person you were really angry with? What about? 11 Have you bought anything recently that you’re very pleased with? 12 What do you think success in an exam depends on?

Tell Sts that the preposition is normally unstressed, but that at the end of a question, both parts of the phrase are stressed (e.g. …tired of – here of isn’t weak /əv/). EXTRA SUPPORT   Play the audio again for Sts to listen and repeat the questions, making sure they stress the final preposition.

Now put Sts in pairs and get them to ask and answer the questions, giving as much information as possible. Get some feedback from various pairs. EXTRA SUPPORT  

Get Sts to choose a few questions to ask

you first. FOR SPEAKERS OF SPANISH  

Online Practice Vocabulary:

dependent prepositions FOR SPEAKERS OF SPANISH  

Pocket Book Vocabulary:

dependent prepositions

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EPISODE

2 Practical English  A difficult celebrity Function  giving opinions, agreeing / disagreeing / responses Language  To be honest…, I don’t think that’s right., etc.

Lesson plan In this lesson the functional focus is on learning more ways of expressing opinions and agreeing and disagreeing with other people’s opinions. In the first scene, Rob interviews Kerri, a British singer who is visiting New York. Then in the second scene, Don, the new boss, Jenny and Rob take Kerri out to lunch. During the lunch, Kerri is critical of what she considers the ‘fake friendliness’ of people in New York, and compares New York unfavourably to London. Don strongly disagrees; however, Rob sides with Kerri. In the final scene, Kerri has to eat her words, as a genuinely friendly taxi driver comes to the restaurant to bring her her phone, which she had left in the cab.

More materials for speakers of Spanish For teachers on Oxford Premium Resources Video  Practical English Episode 2 Quick Test 3 File 3 Test For students Workbook  Practical English 2 Can you remember? 1–3 Online Practice  Practical English 2 Check your progress OPTIONAL LEAD-IN (BOOKS CLOSED)   Before starting Episode 2, elicit what Sts can remember about Episode 1. Ask Who’s Harry? What does he think of Rob? Where did Rob and Jenny go in the last episode?, etc.

Alternatively, you could play the last scene of Episode 1.

1 r ROB’S INTERVIEW a e 3.28  Books open. Focus on the photo and ask Sts to guess who the woman is. Now either tell Sts to close their books, and write the question on the board, or get Sts to focus on the question and cover the rest of the page. Play the video / audio once the whole way through, and then check answers. EXTRA SUPPORT  

Before playing the video / audio, go through the listening scripts and decide if you need to pre-teach / check any lexis to help Sts when they listen.

She is happy to talk about her new album and what she’s been doing recently, but not about what happened with the band or her private life.

e 3.28

K = Kerri, R = Rob, J = Jenny, D = Don K R K R K R K R K R K R K R K R K K K

(singing) You work hard, but your money’s all spent. Haven’t got enough to pay the rent. You know it’s not right and it makes no sense To go chasing, chasing those dollars and cents, Chasing, chasing those dollars and cents. That was great, Kerri. Thanks. Kerri, you used to be in a band; now you play solo. Why did you change? What happened with the band is private. I’ve already said I don’t want to talk about it in interviews. All I’ll say is that I have a lot more freedom this way. I can play – and say – what I want. Did your relationship with the band’s lead guitarist affect the break-up? No comment. I never talk about my private life. Your dad was in a famous punk band and your mum’s a classical pianist. Have they influenced your music? Of course they have – what do you think? Isn’t everyone influenced by their parents? When did you start playing? I started playing the guitar when I was about four. Four? That’s pretty young. Yeah, the guitar was nearly as big as me! I think that your new album is your best yet. It’s a lot quieter and more experimental than your earlier albums. Thank you! I think it is my best work. So what have you been doing recently? Well, I’ve been writing and recording some new songs. And I’ve played at some of the summer festivals in the UK. And what are you doing while you’re in the States? I’m going to play at some clubs here in New York, then I’m doing some small gigs in other places. I just want to get to know the country and the people. It’s all very new to me.

***

J Good job, Rob. She isn’t the easiest person to interview. R She’s OK. And this video clip will work great online.

***

D Well, thank you for coming in today, Kerri. Now I suggest we have some lunch. Rob, could you call a taxi? R Er, sure.

b Now focus on sentences 1–8. Go through them with Sts and make sure they understand them. Play the video / audio again the whole way through, and get Sts to mark the sentences T (true) or F (false). Remind them to correct the false ones. Get Sts to compare with a partner, and then check answers. 1 2 3 4 5 6 7 8

F (The song is about money.) F (She used to play in a band, but she now plays solo.) T F (Her father was in a band and her mother is a pianist.) F (She started playing the guitar when she was about four.) T T F (She is going to play at some clubs in New York.)

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EXTRA SUPPORT   If there’s time and you are using the video, you could get Sts to watch again with subtitles, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases.

1 a The waiters in New York never leave the customer alone. London waiters are friendly, but not too friendly. They don’t bother you. b  The people in New York are less easy-going. 2 Rob agrees. Don and Jenny disagree. Don thinks New York is the greatest city in the world, and Jenny thinks New Yorkers are very friendly. 3 The taxi driver phones Rob about a (cell) phone left in his taxi.

2 r GIVING OPINIONS a e 3.29  Focus on the photos and ask Sts Who are the people? (Don and Kerri), Where are they? (At a restaurant). Now either tell Sts to close their books, and write the question on the board, or get Sts to focus on the question and cover the next page. Play the video / audio once the whole way through, and then check the answer. They disagree about which city is better, New York or London.

e 3.29

D = Don, K = Kerri, W = waitress, R = Rob, J = Jenny D K W D W K D R K W D W K D K D R D K D K J K D R

So when will you be coming back to New York, Kerri? Oh, I don’t know… Hi guys, is everything OK? Yes, it’s delicious, thank you. That’s great! New York waiters never leave you alone! I really don’t like all this ‘Hi guys! Is everything OK?’ stuff. What? You mean waiters aren’t friendly in London? Oh, they’re very friendly! Yes, they’re friendly, but not too friendly. They don’t bother you all the time. Can I get you anything else? More drinks, maybe? No, thanks. We’re fine. Fantastic. See what I mean? Personally, I think people in London are a lot more easy-going. London’s just not as hectic as New York. Sure, we all like peace and quiet. But in my opinion, New York is possibly…well, no, is definitely the greatest city in the world. Don’t you agree? To be honest, I definitely prefer London. Come on, Rob. You’ve lived in both. What do you think? Erm, well, I have to say London’s very special. It’s more relaxed, it’s got great parks, and you can cycle everywhere. It’s dangerous to cycle in New York! Why would you cycle when you can drive a car? You can’t be serious. OK, I agree, London has its own peculiar charm. But if you ask me, nothing compares with a city like New York. The whole world is here! But that’s the problem. It’s too big. There are too many people. Everybody’s so stressed out. And nobody has any time for you. I don’t think that’s right, Kerri. New Yorkers are very friendly… Oh sure, they can sound friendly with all that ‘Have a nice day’ stuff. But I always think it’s a little bit…fake. You’ve got to be kidding me! I’m sorry. I’ll just have to take this…Hello?…Yes…You’re who?… The taxi driver?…What did she leave?…Her cell phone…right. OK. Yes, we’re still at the restaurant. See you in about five minutes.

b Focus on the instructions and give Sts time to read questions 1–3. Play the video / audio again, pausing if necessary to give Sts time to answer the questions. Get Sts to compare with a partner, and then check answers.

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EXTRA SUPPORT   If there’s time and you are using the video, you could get Sts to watch again with subtitles, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases.

c e 3.30  Give Sts a minute to read through the extracts from the conversation and to think about what the missing words might be. Now play the video / audio again, and get Sts to complete the gaps. Get Sts to compare with a partner, and then check answers. 1 Personally, opinion, agree, honest, think   2 agree, ask, right, sure

e 3.30 1

K Personally, I think people in London are a lot more easy-going. London’s just not as hectic as New York. D Sure, we all like peace and quiet. But in my opinion, New York is possibly…well, no, is definitely the greatest city in the world. Don’t you agree? K To be honest, I definitely prefer London. D Come on, Rob. You’ve lived in both. What do you think?

2

D OK, I agree. London has its own peculiar charm. But if you ask me, nothing compares with a city like New York. The whole world is here! K But that’s the problem. It’s too big. There are too many people. Everybody’s so stressed out. And nobody has any time for you. J I don’t think that’s right, Kerri. New Yorkers are very friendly. K Oh sure, they can sound friendly with all that ‘Have a nice day’ stuff.

d e 3.31  Tell Sts to focus on the highlighted phrases in the extracts. They should listen and repeat the phrases, copying the rhythm and intonation. Play the video / audio, pausing for Sts to watch or listen and repeat. e 3.31

See highlighted phrases in Student’s Book on p.51

Then repeat the activity, eliciting responses from individual Sts. e Put Sts in pairs and tell them to practise the conversations in c. Monitor and help, encouraging Sts to pay attention to rhythm and intonation. Make sure Sts swap roles. f MEDIATION ACTIVITY   Focus on the instructions and the four statements. Give Sts a few minutes to think about ideas for each statement.

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Now put Sts in small groups of four and ask them to discuss each statement in turn. Get some feedback from various groups.

3 r A SURPRISE FOR KERRI a e 3.32  Focus on the photo and the question. Before playing the video / audio, focus on the British and American English box and go through it with the class. Play the video / audio once the whole way through, and then check the answer. Kerri is surprised because the taxi driver returned to the restaurant to give her back her phone, which she had left in the taxi.

e 3.32

K = Kerri, D = Don, W = waitress, J = Jenny, R = Rob, T = taxi driver K D W D K

Thank you for a nice lunch, Don. You’re welcome. Thanks for coming, guys! Have a nice day. See? Nice, friendly service. Maybe. But I think she saw the big tip you left on the table!

*** J R J R J R J R J R

Did you mean what you said in the restaurant, Rob? Did I mean what? About missing London. Sure, I miss it, Jenny. Really? But hey, not that much! It’s just that moving to a new place is always difficult. But you don’t regret coming here, do you? No…no…not at all. It’s just that…you seemed so homesick in there. For the parks, the cycling… Well, there are some things I miss, but – Oh, hang on a minute. Look over there. Our taxi’s come back.

Check answers. If you know your Sts’ L1, you could get them to translate the phrases. 1  mean  2  just  3  hang  4  back  5  kind

e 3.33 1 2 3 4 5

Did you mean what you said in the restaurant, Rob? It’s just that you seemed so homesick in there. Oh, hang on a minute. Our taxi’s come back. That was so kind of him!

Now play the video / audio again, pausing after each phrase for Sts to watch or listen and repeat. e Focus on the instructions and make sure Sts understand what they have to do. Get Sts to compare with a partner, and then check answers. A  3  B  2  C  5  D  4  E  1

Now put Sts in pairs and get them to practise the conversations. Finally, focus on the CAN YOU…? questions and ask Sts if they feel confident they can now do these things. If they feel that they need more practice, tell them to go to Online Practice to watch the episode again and practise the language.

*** T K T K T K D

Excuse me, Ma’am. Who, me? What is it? I believe this is your cell phone. You left it in my cab. What?…Oh, wow…thank you! Have a nice day! That was so kind of him! See? New Yorkers are really friendly people.

b Focus on sentences 1–3 and give Sts time to read them. Now play the video / audio again, so Sts can listen a second time and complete the sentences. Get Sts to compare with a partner, and then check answers. 1  left a big tip.   2  misses London.   3  kind.   EXTRA SUPPORT   If there’s time and you are using the video, you could get Sts to watch again with subtitles, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases.

c Focus on the Social English phrases. In pairs, get Sts to see if they can remember any of the missing words. EXTRA CHALLENGE  

In pairs, get Sts to complete the phrases

before they listen. d e 3.33  Play the video / audio for Sts to watch or listen and complete the phrases.

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4A Bad manners? G   obligation and prohibition: have to, must, should V   phone language P   silent consonants

1 VOCABULARY  phone language Vocabulary notes As with all technology-related vocabulary, things change rapidly and you may find that there are more verbs / expressions that have come into use recently and that you would like to teach. You may want to point out that although people no longer physically ‘hang up’ their phones at the end of a conversation, the expression continues to be used for putting an end to a phone conversation.

Lesson plan The main topic of this lesson is manners in today’s world – how people should behave in a variety of common situations. In the first half of the lesson, the focus is on phone etiquette. The lesson begins with a vocabulary focus on words and phrases related to phones. A short article about a conductor asking a member of the audience to leave after their phone rings during a concert provides the context for Sts to practise common ways of expressing obligation using must, have to, and should. Sts will have met these verbs separately, but will probably not have contrasted them before. In Pronunciation, Sts work on silent letters in, for example, should and mustn’t. Then they put the new grammar into practice in a speaking activity about annoying things people do with their phones. In the second half of the lesson, Sts read an article extracted from Debrett’s Handbook about modern manners. In Listening, the focus is on people’s problems with rude relatives. This leads into an extended speaking activity where Sts discuss ‘modern manners’ and their relative importance in different situations.

More materials for speakers of Spanish For teachers on Oxford Premium Photocopiables Grammar  obligation and prohibition: have to, must, should Communicative  Me and my opinions For students Workbook 4A Online Practice 4A Plus extra Vocabulary, Pronunciation, and Listening for speakers of Spanish: more phone language; /h/ in have to; I love my phone! Grammar and Vocabulary Pocket Book OPTIONAL LEAD-IN (BOOKS CLOSED)   Write these questions on the board and get Sts to talk about them in small groups: WHAT MAKE IS YOUR PHONE? HOW LONG HAVE YOU HAD IT? WOULD YOU LIKE TO GET A NEW ONE? WHY (NOT)? WHAT RINGTONE DO YOU HAVE? WHAT DO YOU USE YOUR PHONE FOR (APART FROM TALKING)?

a e 4.1  Books open. Focus on the instructions and sentences A–K. Give Sts time to go through them in pairs and say what they think the bold words and phrases mean. Clarify the meaning of any words or phrases they don’t know. Now play the audio, pausing after the first one, and elicit that what Sts heard was someone saying goodbye and ending the call, so the answer is C. Continue playing the audio to the end, pausing after each item to give Sts time to number the correct one. EXTRA SUPPORT   Alternatively, you could pause the audio after each item and let Sts, in pairs, choose the correct sentence.

Give Sts time to compare answers, and then play again if necessary. e 4.1 1 2 3 4 5 6 7 8 9 10 11

‘Thanks very much. OK. Goodbye.’ Hangs up. people having meeting discussion, phone starts ringing engaged tone Recorded voice saying, ‘All our lines are busy at the moment. Please hold, and someone will be with you shortly.’ Jack  Please leave a message after the tone. Sandra  Hi, Jack, it’s Sandra. I was just calling to confirm that meeting. several different ringtones dialling tone and ringtone Man  Hi, love. I’m on the six twenty-five, so I should get in at eight twenty-two. Woman  Great. Do you want me to…? Man  Hello Jane? Jane, can you hear me? Man Hello? James  Oh, hi. It’s James. I phoned half an hour ago, but Ann wasn’t in. Is she there now? someone texting Woman 1  Here, have a look…Yeah, the next one… Woman 2  Oh, you look lovely. Where’s this one taken?

b e 4.2  Tell Sts they are now going to hear the answers with the audio from a. Play the audio for Sts to listen and check. Check answers. You might like to tell Sts that She’s texting a friend is the same as She’s sending a text to a friend.

WHERE AND WHEN DO YOU NORMALLY SWITCH OFF YOUR PHONE?

Get some feedback from various groups.

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d Tell Sts to go to Grammar Bank 4A on p.210.

e 4.2

7 10 1 6 9 5 3 11 2 4

A (audio from 4.1) He’s dialling a number. B (audio from 4.1) She’s texting a friend. C (audio from 4.1) He’s just hung up. D (audio from 4.1) She’s choosing a new ringtone. E (audio from 4.1) He’s calling back. F (audio from 4.1) She’s left a message on his voicemail. G (audio from 4.1) The line’s engaged. H (audio from 4.1) She’s swiping through photos. I (audio from 4.1) His phone went off in the middle of a meeting. J (audio from 4.1) She needs to talk to a helpline, but they’ve put her on hold. 8 K (audio from 4.1) He was cut off in the middle of a conversation.

Get Sts to close their books and play the audio again. Pause after each item and get the class (or individual Sts) to say the sentence. c Focus on questions 1–7 and go through them with Sts. Make sure they understand all the phrases in bold. Now put Sts in pairs and get them to ask and answer the questions, giving as much information as possible. Get some feedback from various pairs. EXTRA IDEA  

Get Sts to ask you some of the questions first.

FOR SPEAKERS OF SPANISH  

Online Practice Vocabulary:

more phone language

2 GRAMMAR  obligation and prohibition a e 4.3  Focus on the task. Point to the picture of the viola and explain that it is larger than a violin. Model and drill its pronunciation /viˈəʊlə/. Play the audio for Sts to listen and answer the questions. Check answers. A phone went off while he was playing. He stopped playing, and then played the ringtone on his viola.

e 4.3

(Audio to illustrate the following) Lukáš Kmit is playing the viola at a recital in Prešov, Slovakia. A phone rings in the audience, and Kmit stops playing and then improvises around the Nokia ringtone instead.

b Tell Sts they are going to read an article about another incident during a concert. Elicit / Explain the meaning of a conductor /kənˈdʌktə/ (= a person who stands in front of an orchestra and directs their performance). Give Sts time to complete the task. EXTRA SUPPORT   Read the introduction together and ask Sts some comprehension questions, e.g. What happened during a performance of Messiah at the National Music Auditorium in Madrid? (A phone rang / went off.), Where was the person with the phone sitting? (Near the stage / the front), What did the conductor do? (He pointed and shouted at the owner of the phone.), etc. Tell Sts to then read the comments and decide which they agree with.

Get Sts to compare with a partner, and then elicit opinions. c Tell Sts to read the comments again and match the six highlighted phrases to their meaning. You could point out that two phrases have the same meaning. Get Sts to compare with a partner, and then check answers. A  6  B  4  C  2, 3   D  5  E  1

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Grammar notes Obligation and necessity: have to and must Have to / must and should / shouldn’t were taught separately in English File A2/B1. In this lesson they are revised and contrasted in more detail. Some typical mistakes include: • saying must to, e.g. I must to be on time tomorrow. • confusing mustn’t (prohibition) and don’t have to (not necessary / not obligatory) • using must (not had to) in the past tense, e.g. I must study last night. Advice or opinions: should / shouldn’t The important point to emphasize here is that should isn’t as strong as have to / must, and it is normally used to express a personal opinion or give advice. Compare: • You should talk to your teacher about the problem. (= I think it’s a good idea.) • You must talk to your teacher about the problem. (= I think it’s very important you do this.) Highlight that ought to means the same as should, but is less common. Focus on the example sentences and play audio e 4.4, e 4.5, e 4.6 and e 4.7 for Sts to listen and repeat. Encourage them to copy the rhythm. Then go through the rules with the class. EXTRA IDEA  

In a monolingual class, if you know your Sts’ L1, you could get Sts to translate the example sentences and compare the forms / verbs they would use in their L1. Now focus on the exercises and get Sts to do them individually or in pairs. Check answers, getting Sts to read the full sentences. a 1  f  2  mustn’t  3  f (has to would be more common because it’s an external obligation)   4  f  5  f  6  don’t have to   7  had to   8  shouldn’t b 1 Did you have to do a lot of homework when you were at school? 2 Must I take my tablet out of my bag at Security? 3 My sister is a nurse, so some weeks she has to work nights. 4 Have you ever had to have an operation? 5 I love not having to get up early. 6 I don’t think we should wear boots inside their house. 7 The exhibition was free, so I didn’t have to pay.

Tell Sts to go back to the main lesson 4A. EXTRA SUPPORT   If you think Sts need more practice, you may want to give them the Grammar photocopiable activity at this point.

e Do this as a whole-class activity. FOR SPEAKERS OF SPANISH  

Online Practice Pronunciation:

/h/ in have to FOR SPEAKERS OF SPANISH   Pocket Book Grammar: obligation and prohibition: have to, must, should

4A

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3 PRONUNCIATION  silent consonants Pronunciation notes Silent consonants are a feature of English. Sts will be aware of some of these, but probably not all of them. Sometimes Sts may have been pronouncing, for example, the l in calm, since they learned the word without realizing that it is a silent consonant (even though they don’t perhaps pronounce the l in half or walk). a In pairs, Sts look at the words in the list and decide which consonant (or consonants) is silent in each one. b e 4.8  Play the audio for Sts to listen and check. Check answers by writing the words on the board and crossing out the silent consonants (they are marked in green in the key). calm  design  dishonest  doubt  foreign  half  hour  island  knowledge  listen  mustn’t  ought   rhythm  should  talk  walk  whole  wrong

e 4.8

See words in Student’s Book on p.61 EXTRA CHALLENGE   You could elicit the silent consonants in other words (in bold here), e.g. thumb, castle, science, knee, answer, sign, climb, scissors, exhausted, etc.

c Focus on the sentences and put Sts in pairs to practise saying them. EXTRA SUPPORT   Model and drill the sentences before putting Sts in pairs.

Then get individual Sts to say the sentences.

4 SPEAKING

MEDIATION ACTIVITY  

Focus on the instructions and make sure Sts can remember the meaning of annoy. Now go through the 13 annoying things people do with their phones and make sure Sts understand all the lexis, e.g. selfie, tweet, swipe, etc. Put Sts in small groups of three or four and get them to discuss each item in the list by answering questions 1–3. Get some feedback from various groups.

5 READING  assessing a point of view a Focus on questions 1–5 and make sure Sts understand them. Put Sts in pairs and get them to discuss the questions. Get some feedback from various pairs. If your Sts come from different countries, you could find out if there are any cultural differences. EXTRA SUPPORT   Before Sts read the whole article to check their answers to a, read the introduction together and then elicit / explain the meaning of some of the lexis (e.g. manners, etiquette, etc.), or ask Sts some comprehension questions, e.g. What information does the Debrett’s book give? (Information on modern manners), Who is the book for? (The British public), Is the book popular? How do you know? (Yes, because they receive more than 10,000 enquiries every year.), etc.

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b First, focus on the title, telling Sts they will find out what Debrett’s is, and make sure Sts know the meaning of a dilemma /dɪˈlemə/ (= a situation in which you have to make a difficult choice). Model and drill its pronunciation. Then focus on the instructions and give Sts time to read the article to see if their ideas from a are there. Check answers. EXTRA SUPPORT   Before Sts read the article the first time, check whether you need to pre-teach any vocabulary, but not the highlighted phrases in c.

1 2 3 4 5

At work or when meeting someone socially for the first time You shouldn’t eat smelly food or put on make-up. Not on short flights When you see that a person is pregnant, old, or in need. Only if you have permission

c Focus on the task and get Sts to work with a partner to say what the highlighted phrases mean. Encourage them to go back and look at the words in context if they can’t work out the meaning. Check answers, either explaining in English, translating into Sts’ L1, or getting Sts to check in their dictionaries. Model and drill pronunciation. Possible answers kissing is not appropriate in many professional situations = You shouldn’t kiss people if you meet them at work. It’s inconsiderate to eat smelly food in a closed environment = It isn’t very nice for other people if you eat smelly food in places like offices, trains, etc. don’t monopolize the armrest = Share the armrest – don’t use it all yourself. it is also rude to aggressively decline the offer of a seat = If sby offers you a seat and you don’t want it, say no politely. unless the host or hostess (or in a restaurant, the other diners) gives their permission for people to start = Only start eating if the people who invited you, or the other people with you in a restaurant, tell you that it’s OK.

Deal with any other new vocabulary. Model and drill the pronunciation of any tricky words. d Do this as a whole-class activity. e Focus on questions 1–6 and give Sts time, in pairs, to discuss them. Get some feedback from various pairs. You could discuss question 6 as a class. EXTRA IDEA   Get Sts, in pairs, to write a question about manners like the questions in a. Then they pass their question to another pair, who write a Debrett’s-style reply giving advice on how to behave. Get pairs to read out their questions and advice, and discuss which advice Sts think is the best.

6 LISTENING  understanding problems and advice a e 4.9  Tell Sts they are going to listen to a radio programme in which people call in to talk about a problem with a relative. Make sure Sts understand the phrase rude relatives. Now play the audio once the whole way through, pausing after each story to give Sts time to make notes. Play again if necessary. Check answers.

4A

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EXTRA SUPPORT   Read through the script and decide if you need to pre-teach any new lexis before Sts listen.

1 Belinda’s mother-in-law criticizes Belinda’s cooking. 2 Damien’s brother brings his dog when he comes to stay, but Damien and his girlfriend don’t like dogs. 3 Miranda’s young nephew behaves very badly when he comes to visit Miranda with his parents.

e 4.9

1 Belinda  She’s a nice woman, don't get me wrong, and on the whole, we get on well, but one thing she does which I think is really rude is that whenever she comes for a meal, she criticizes my cooking. I’m not a professional, obviously, but I think I’m a pretty good cook, and it really annoys me, especially after I’ve spent hours making something really nice. 2 Damien  Well, he lives in London and he likes coming up to stay from time to time, which is great. But he’s just phoned me saying he’s coming next month and he’s bringing his new dog. I know he’s just got this dog and he’s very keen on it, and doesn’t like leaving it alone, but it’s still a puppy, and my girlfriend and I aren’t very into dogs. Also, we’ve just redecorated our house, and we’ve done a lot of work on the garden, and I’m pretty sure the dog’s going to destroy them both. 3 Miranda  He’s eight years old and his parents don’t give him any rules. So he’s really wild, and whenever they come to our house, he just shouts all the time, jumps on the furniture, makes a mess in the kitchen. He even writes on the walls! It’s really exhausting, but my sister’s very sensitive about me criticizing her son, so generally I don’t say anything. But I’ve reached the point where I’d almost prefer it if they didn’t come round.

b Put Sts in pairs and get them to think of some advice for each caller. Elicit some ideas for each caller. c e 4.10  Tell Sts they are going to hear some extracts from an etiquette expert, Sarah, giving advice for each caller. They must listen and complete the missing words. Play the audio, pausing after each piece of advice to give Sts time to write. Get Sts to compare with a partner, and then check answers. 1  who behaves well   2  argue with her   3  say how you feel   4  give a reason   5  speak to his parents   6  calm down   7  write on the walls

e 4.10 Belinda

1 I think you ought to be the one who behaves well. 2 You shouldn’t argue with her, because she won’t change her opinion.

Damien

3 I think you should politely but directly say how you feel. 4 To be honest, you don’t really have to give a reason.

Miranda

5 You must speak to his parents before their next visit. 6 Explain that he has to calm down a bit when he’s visiting. 7 ‘You mustn’t write on the walls.’

d e 4.11  Tell Sts they are now going to listen to the whole programme, so they will hear the presenter, the caller, and Sarah giving advice. Play the audio once the whole way through. Elicit from the class what each piece of advice is and whether they agree with it or not. If not, ask why.

e 4.11

(script in Student’s Book on p.199)

P = presenter, B = Belinda, S = Sarah, D = Damien, M = Miranda

P Good afternoon to all. In today’s modern manners programme, the subject is family, and what to do with rude relatives. Our etiquette expert Sarah is here to take your calls, so if you have a family member who behaves badly and you don’t know what to do about it, just call us here on oh two oh seven nine four six oh six seven one. And our first caller is Belinda from Salisbury. Hi, Belinda. Tell us about your rude relatives. B Well, I hate to say it because it’s such a cliché, but it’s my motherin-law. She’s a nice woman, don't get me wrong, and on the whole, we get on well, but one thing she does which I think is really rude is that whenever she comes for a meal, she criticizes my cooking. I’m not a professional, obviously, but I think I’m a pretty good cook, and it really annoys me, especially after I’ve spent hours making something really nice. P OK, so Sarah, over to you. How should Belinda deal with her mother-in-law? S Hi, Belinda. I know this won’t be easy, but when she does this, I think you ought to be the one who behaves well. Stay calm, thank her as politely as possible for her advice, and change the subject. You shouldn’t argue with her, because she won’t change her opinion – and it won’t make you feel better, either. Instead, encourage your husband or another relative to say how great your cooking is in front of your mother-in-law. When she sees that her criticisms aren’t having any effect, and that everybody else loves your food, she’ll either stop criticizing or she’ll start paying compliments herself. P Thanks very much for that, Sarah. And our next caller is Damien, from Sheffield. Hi, Damien. I think you’re going to tell us about a problem with your brother – is that right? D Yes, that’s right. P So what’s the issue? D Well, he lives in London and he likes coming up to stay from time to time, which is great. But he’s just phoned me saying he’s coming next month and he’s bringing his new dog. I know he’s just got this dog and he’s very keen on it, and doesn’t like leaving it alone, but it’s still a puppy, and my girlfriend and I aren’t very into dogs. Also, we’ve just redecorated our house, and we’ve done a lot of work on the garden, and I’m pretty sure the dog’s going to destroy them both. P Sarah, what do you think Damien should do with his brother and his dog? Do you think it’s rude to arrive at someone’s house with a dog? S Yes, I have to say I do. It’s bad manners for a guest to bring an uninvited pet, even to a relative’s home. This is true even if you have one of your own and your house is already animal-friendly. I think you should politely but directly say how you feel. You can add a reason like, as you say, you’ve just redecorated, but to be honest, you don’t really have to give a reason. P Well, that’s very clear advice. Thanks, Sarah. And finally, Miranda from Stirling. Hi, Miranda. Tell us about your problem. M Hi there. My problem’s with my nephew, my sister’s son. He’s eight years old and his parents don’t give him any rules. So he’s really wild, and whenever they come to our house, he just shouts all the time, jumps on the furniture, makes a mess in the kitchen. He even writes on the walls! It’s really exhausting, but my sister’s very sensitive about me criticizing her son, so generally I don’t say anything. But I’ve reached the point where I’d almost prefer it if they didn’t come round. P Sarah, what should Miranda do with her nightmare nephew? S You must speak to his parents before their next visit, or at least to your sister. But instead of being critical, say how great it is that their son has so much energy, and how much you love him, but then explain that he has to calm down a bit when he’s visiting. And at the beginning of his next visit, welcome him, but give him some rules for your house. Say, ‘Hi. It’s great to see you again! But just a couple of house rules: no jumping on the furniture, and if you want to draw, please use a piece of paper – you mustn’t write on the walls.’ He won’t mind, and in the long run, your sister will be grateful.

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EXTRA SUPPORT   If there’s time, you could get Sts to listen again with the script on p.199, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases. FOR SPEAKERS OF SPANISH  

Online Practice Listening: I love

my phone!

7 SPEAKING a Focus on the questionnaire and make sure Sts understand all the statements. Give Sts time to mark each statement GM (good manners), BM (bad manners), or NI (not important) according to their opinion. b MEDIATION ACTIVITY   Divide Sts into small groups of three or four. Then focus on the Saying what you think is right box and go through it with the class. Give Sts time to talk about each item in the questionnaire. EXTRA SUPPORT  

Read the first situation in the questionnaire and elicit opinions from the whole class, encouraging Sts to use I think people should…, I don’t think people should…, I don’t think it’s…, etc. If there’s time, get some feedback from various groups to see if Sts agree with each other.

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4B Yes, I can! G   ability and possibility: can, could, be able to V  -ed / -ing adjectives P   sentence stress

Lesson plan The grammatical focus of this lesson is how to use be able to in the tenses / forms where can / can’t cannot be used. The main context is how to learn a new skill, and the new grammar is presented through two conversations about people’s abilities. This is followed by a pronunciation focus on sentence stress in sentences with can / could / be able to. Sts then listen to a journalist who tried to learn to play the trumpet in 20 hours. Then the new language is put into practice in Speaking, where Sts talk about how well they think they would be able to do certain things after 20 hours. In the second half of the lesson, there is a vocabulary focus on adjectives which have both -ed and -ing forms, e.g. disappointed / disappointing. Sts then read a forum with some tips on how to practise your English outside the classroom. This leads into a short grammar spot on the use of reflexive pronouns and a speaking activity where Sts talk about learning English. Finally, Sts watch a video about Alex Rawlings, a British language teacher with a talent for learning foreign languages (he can speak 11).

More materials for speakers of Spanish For teachers on Oxford Premium Photocopiables Grammar  ability and possibility: can, could, be able to Communicative  Tell us about… Resources Video  An interview with Alex Rawlings For students Workbook 4B Online Practice  4B Plus extra Vocabulary and Pronunciation for speakers of Spanish: -ed / -ing adjectives; the silent l Grammar and Vocabulary Pocket Book OPTIONAL LEAD-IN (BOOKS CLOSED)  

Write on the board: YES, WE CAN!

Ask the class which politician had this as his slogan, and when (Barack Obama during his US presidential campaign in 2007). Ask Sts why they think he chose it (because it was a very positive message which showed that the people had power).

1 GRAMMAR  ability and possibility a Books open. Focus on the instructions, and elicit / explain the meaning of skill (= the ability to do something well). Now focus on the list of skills, making sure Sts know what they mean. Get Sts, in pairs, to name two of the activities for each of the four categories. Get some feedback from various pairs. EXTRA SUPPORT  

Demonstrate the activity by telling Sts about yourself first. b e 4.12  Tell Sts to look at the photos, and elicit what they can see. Now play the audio once the whole way through and tell Sts to complete the gaps in the conversations. Get Sts to compare with a partner, and then check answers. 1  can, be able to   2  could, been able to

e 4.12

1 A I can speak Italian quite well. B Lucky you! I’d love to be able to speak Italian. 2 C When I was a child, I could draw really well. D Really? I’ve never been able to draw!

c Do this as a whole-class activity. 1  can  2  can

d Tell Sts to go to Grammar Bank 4B on p.211.

Grammar notes Sts should all be perfectly familiar with the verb can for ability and possibility (or permission). Can / can’t is a modal verb, which has a past and conditional structure (could / couldn’t), but has no present perfect or past perfect forms, nor does it have an infinitive or -ing form. In these situations, be able to must be used. !   For the future, you can often use can or will be able to, e.g. I can’t go to the meeting tomorrow / I won’t be able to go to the meeting tomorrow.

Some typical mistakes include: • trying to use can where they should use be able to, e.g. I want to can speak English well. / I won’t can come to your party on Saturday. • leaving out to, e.g. I won’t be able help you, or using it after can, e.g. I could to play the piano well. !   There is a very small difference between could and was able to. In a + past simple sentence, if we want to refer to something that someone succeeded in doing – something difficult on a specific occasion – we use be able to (or managed to), e.g. Although the space was very small, he was able to (or managed to) park there. In this context it is not possible to use could. With a strong class you may want to point this out.

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Focus on the example sentences and play audio e 4.13 and e 4.14 for Sts to listen and repeat. Encourage them to copy the rhythm. Then go through the rules with the class. EXTRA IDEA   In a monolingual class, you could get Sts to translate the example sentences and compare the forms / verbs they would use in their L1.

Focus on the exercises and get Sts to do them individually or in pairs. Check answers, getting Sts to read the full sentences. a 1  f  2  be able to   3  been able to   4  being able to   5  be able to   6  f  7  f  8  be able to   9  been able to   10  f b 1 Her mobile has been switched off all morning, so I haven’t been able to talk to her yet. 2 I like being able to / to be able to have a conversation without shouting. 3 I will / ’ll be able to leave home when I get a job. 4 Will you be able to come? 5 You need to be able to swim before you can go in a canoe. 6 I hate not being able to communicate with people in their own language. 7 Fortunately, firefighters were able to rescue everybody from the burning house. 8 I’m very sorry, but we won’t be able to come to your wedding next month. 9 Have you been able to contact the doctor yet? 10 The manager isn’t able to see you right now because she’s in a meeting.

Tell Sts to go back to the main lesson 4B. EXTRA SUPPORT   If you think Sts need more practice, you may want to give them the Grammar photocopiable activity at this point.

e Focus on the instructions and on the things which Sts have to talk about, making sure they understand them all. You could demonstrate by choosing one of the topics and telling Sts about your experience. Give Sts time to think about what they are going to say for two or three of the topics. f Put Sts in pairs and give them time to tell each other about each of the things they chose in e. Encourage them to ask each other for more information and to give as much detail as possible. If there is an odd number of Sts in the class, you can take part yourself, or have one group of three. Monitor and correct any misuse of can / could / be able to. Get some feedback to find out how many people, for example, have learned to do something after a lot of effort, etc., or if anyone had the same or a similar answer to their partner.

2 PRONUNCIATION  sentence stress Pronunciation notes If necessary, remind Sts about sentence stress in English (see Pronunciation notes in Lesson 2B on p.51). a e 4.15  Tell Sts that they are going to hear four sentences using a form of be able to. The first time they listen, they should try to write in the pink boxes the stressed words they hear. Play the audio, pausing after each line to give Sts time to write. Get Sts to compare with a partner, and then check answers. 1 2 3 4

never, able, dance won’t, able, come love, able, ski hates, able, drive

e 4.15 1 2 3 4

He’s never been able to dance. We won’t be able to come. I’d love to be able to ski. She hates not being able to drive.

b Now tell Sts to look at the words they have written and try to remember what the complete sentence is. Tell Sts to listen to the audio again and try to complete any gaps they have. Play the audio again. Check answers, eliciting the sentences onto the board. 1 2 3 4

He’s never been able to dance. We won’t be able to come. I’d love to be able to ski. She hates not being able to drive.

c Play the audio again, pausing after each sentence for Sts to listen and repeat, copying the rhythm. Encourage them to pronounce the stressed words (in the pink boxes) more strongly and not to stress the other words. Then repeat the activity, eliciting responses from individual Sts. EXTRA SUPPORT   Put Sts in pairs and get them to practise saying the sentences.

d e 4.16  Go through the instructions. Focus on the two examples and explain that Sts will first hear an example sentence, e.g. I’d love to be able to ski. Then they will hear a verb or verb phrase (e.g. ride a horse). Sts then have to make a new sentence using that verb / verb phrase, i.e. I’d love to be able to ride a horse. At the same time, they should try to copy the rhythm of the original sentence. When Sts are clear what they have to do, play the audio and get the whole class to respond.

FOR SPEAKERS OF SPANISH   Pocket Book Grammar: ability and possibility: can, could, be able to

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e 4.16

1 I’d love to be able to ski. Ride a horse (pause) I’d love to be able to ride a horse. 2 We won’t be able to come. Park (pause) We won’t be able to park. 3 I’ve never been able to dance. Speak French (pause) I’ve never been able to speak French. 4 She hates not being able to drive. Cook (pause) She hates not being able to cook. 5 Will you be able to find it? Afford it (pause) Will you be able to afford it? 6 He’d love to be able to snowboard. Windsurf (pause) He’d love to be able to windsurf. 7 I love being able to understand everyone. Speak to everyone (pause) I love being able to speak to everyone. 8 They haven’t been able to finish. Come (pause) They haven’t been able to come.

T hen repeat the activity, eliciting responses from individual Sts. FOR SPEAKERS OF SPANISH  

Online Practice Pronunciation:

the silent l

3 LISTENING  making inferences a Focus on the instructions and the title. Remind Sts of / Elicit the meaning of skill (= the ability to do something well). Then give Sts time to read the text and answer the question. First, elicit what both Malcolm Gladwell and Josh Kaufman stated (Malcolm Gladwell: it takes 10,000 hours to master a new skill; Josh Kaufman: it takes 20 hours) and then elicit who Sts believe. You could find out with a show of hands how many Sts believe each person. b Give Sts time to read the paragraph about Matt Rudd’s experience of learning to play the trumpet, and then elicit answers to the question. c e 4.17  Focus on the instructions and give Sts time to read the music words and phrases in bold. Play the audio once the whole way through for Sts to listen and match the sounds to the words and phrases. Get Sts to compare with a partner, and then check answers. Make sure Sts understand all the words, explaining, for example, that an octave is the difference between the first and last notes in a series of eight notes. Model and drill pronunciation. 1  octave  2  busking  3  high note, low note   4  musical instruments   5  notes  6  tune

e 4.17

(Sound effects of the following) 1 an octave 2 someone busking 3 a high note and a low note 4 a string trio playing (violin, viola, cello)

5 five notes, from C to G 6 a traditional English folk tune

d e 4.18  Tell Sts they are now going to listen to Matt talking about learning to play the trumpet. They must listen and choose the best summary. Play the audio once the whole way through. Check the answer. EXTRA SUPPORT   Read through the script and decide if you need to pre-teach any new lexis before Sts listen.

2 He learned something, but not enough.

e 4.18

(script in Student’s Book on p.199) I haven’t played a musical instrument for years. Five years ago, I got a trumpet for my birthday, and I tried to learn it, but I gave up after seven minutes, and it ended up in the garage. So here I am, a beginner again.

ONE HOUR I have everything I need: a trumpet, YouTube trumpet lessons, and a book called Trumpet for Beginners. I plan to practise for twenty minutes a day, three times a week. I want to be able to play the trumpet, and I want to do it fast!

TWO HOURS Well, that was optimistic. Playing the trumpet is more difficult than it looks! I can only play for ten minutes before I start seeing stars and my mouth hurts. I can get from C to G, but I can’t get any higher. It’s depressing.

FIVE HOURS I’m now practising for ten minutes at a time. I can play a whole octave, from C to C. I’ve watched a lot of trumpet lessons on YouTube. The teacher has a beard and wears very colourful shirts. He’s beginning to annoy me, so I’m going to stop watching videos and use books instead.

NINE HOURS I still can’t play high notes. I can play some very simple tunes, but nothing I actually want to play. It's not Rimsky-Korsakov.

FOURTEEN HOURS I’ve been practising three times a week, but I’m not getting any better. I’ve put the trumpet in the wardrobe.

FIFTEEN HOURS One evening I’m at a school concert and I meet Matilda Lloyd, one of Britain’s best trumpet players – she was a winner in the BBC Young Musician competition in two thousand and fourteen. I ask her for help, and the following week she gives me a trumpet lesson. I’m doing everything wrong. I need to forget everything I learned from the man with the beard and the colourful shirts. I need to start again.

SEVENTEEN HOURS I’m getting better! My trumpet is starting to sound more like a musical instrument. I’m practising for half an hour every day. I’m enjoying myself. And the neighbour’s dogs have stopped barking.

TWENTY HOURS I was planning to finish my twenty hours of practice by busking in the Underground for an afternoon, but I can’t do it. Twenty hours is too little. But give me one hundred hours, and you’ll see me playing the trumpet on a street near you…

e Focus on the instructions and give Sts time to read all the stages. Play the audio again, pausing after each stage to give Sts time to circle the correct word or phrase. EXTRA CHALLENGE   For each stage, get Sts to also make a note of Matt’s reasons (See the answers in brackets in the answer key below).

Get Sts to compare with a partner, and then check answers.

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1 hour  optimistic (Because he has everything he needs, and he has a plan.) 2 hours  unhappy (Because playing the trumpet is difficult – he can’t play for very long before getting tired, and he can’t play the high notes.) 5 hours  annoying (Because the online teacher wears colourful shirts and is probably cheerful.) 9 hours  He’s frustrated by how little he can play (Because he still can’t play high notes, and he can’t play any tunes he likes.) 14 hours  He’s depressed and wants to give up (Because he isn’t improving.) 15 hours  badly (Because he’s doing everything wrong.) 17 hours  optimistic again (Because he’s improving and enjoying himself.) 20 hours  He thinks he’ll be able to improve (Because he says he’ll keep practising.) EXTRA SUPPORT  

If there’s time, you could get Sts to listen again with the script on p.199, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases. f Do this as a whole-class activity.

4 SPEAKING Focus on the instructions and on the skills which Sts have to talk about, making sure they understand them all. Put Sts in small groups of three or four and give them time to tell each other how well they think they would be able to do each skill after learning it for 20 hours. Monitor and correct any misuse of be able to. Get some feedback from various groups. You could find out if Sts thought they would all be able to do a certain skill after 20 hours, or if they all thought that 20 hours definitely wasn’t enough for a particular skill in the list.

5 VOCABULARY -ed / -ing adjectives Vocabulary notes Many adjectives related to feelings have two forms, ending in -ed for the person who experiences the feeling or ending in -ing for the thing or person which produces the feeling. Sts should be familiar with some of these adjectives, e.g. interested / interesting, and here they expand their knowledge. You may want to point out that not all adjectives for feelings exist in both forms, e.g. stressed – stressful NOT stressing, scared – scary NOT scaring. a Do this as a whole-class activity. Elicit / Explain / Translate the meaning of the two adjectives in each case. 1  annoying  2  annoyed

b Focus on the -ed and -ing adjectives box and go through it with the class. Give Sts a couple of minutes to choose the correct adjective endings for 1–10. c e 4.19  Play the audio for Sts to listen and check. Check answers, making sure Sts know what the correct adjective means.

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1  depressed  2  exciting  3  amazing  4  disappointed   5  tiring  6  embarrassing  7  frightened  8  tired  9  boring   10  frustrated

e 4.19 1 2 3 4 5 6 7 8 9 10

What music do you listen to if you feel depressed? What do you think is the most exciting sport to watch? What’s the most amazing scenery you’ve ever seen? Have you ever been disappointed by a birthday present? Which do you find more tiring, clothes shopping or food shopping? What’s the most embarrassing thing that’s ever happened to you? Are you frightened of heights? Do you usually feel very tired in the morning? What’s the most boring film you’ve ever seen? Do you ever get frustrated by technology?

Remind Sts that amazing / amazed are strong adjectives (see the Student’s Book Lesson 2B, Vocabulary p.33). This means that you cannot use very with these words. Amazing can mean either very surprising or very good. Now play the audio again and get Sts to underline the stressed syllable in the adjectives. Check answers. 1  depressed  2  exciting  3  amazing  4  disappointed   5  tiring  6  embarrassing  7  frightened  8  tired  9  boring   10  frustrated

Give Sts practice in pronouncing the adjectives, making sure they stress them on the correct syllable. You could play the audio again, pausing after each question and getting Sts to repeat just the adjective. d Focus on the questions in b and get Sts to ask you a couple first. Make sure they ask for more information. Put Sts in pairs and get them to ask and answer the questions. Monitor and correct any mistakes with word stress. Get some feedback from various pairs for each question. FOR SPEAKERS OF SPANISH  

Online Practice Vocabulary:

-ed / -ing adjectives

6 READING & SPEAKING  understanding tips and examples

a Do this as a whole-class activity or put Sts in pairs. If Sts worked in pairs, get some feedback. Write any useful tips on the board. b Focus on the instructions and give Sts time to read the tips on the forum. Elicit whether Sts do any of the tips already, and if so, what they think of them. EXTRA SUPPORT   Before Sts read the forum the first time, check whether you need to pre-teach any vocabulary.

c Now tell Sts to read the forum again and match each item to one of the tips. Get Sts to compare with a partner, and then check answers.

4B

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5 1 3 6

All you need is love, love. Love is all you need. Are you sure you want to shut down your computer now? Why don’t we stay in and watch a movie tonight, honey? I work for Samsung. I’m a computer programmer. I’ve been working there for three years. 4 outgoing – shy  generous – mean  friendly – unfriendly 2 Saxophonist Tim Garland will reunite with his former partner in Celtic jazz group Lammas.

d Focus on the instructions and give Sts time to translate the two reflexive pronouns. If you know your Sts’ L1, you could do this as a whole-class activity. Focus on the Reflexive pronouns box and go through it with the class. Highlight that reflexive pronouns are made by adding -self (or -selves in the plural) to the possessive adjective (my, your, etc.). The exceptions are himself and themselves, where self / selves are added to the object pronouns him and them. !   You may want to teach Sts the expression by + reflexive

pronoun = alone, e.g. I like travelling by myself. Deal with any other new vocabulary. Model and drill the pronunciation of any tricky words. e Do this as a whole-class activity or put Sts in pairs. If Sts worked in pairs, check answers. they  she  we  you  he  it

f e 4.20  Go through the instructions. Focus on the example and explain that Sts will first hear an example sentence, e.g. She’s cut herself. Then they will hear a new subject, e.g. You. Sts then have to make a new sentence using that subject and a reflexive pronoun, i.e. You’ve cut yourself. At the same time, they should try to copy the rhythm of the original sentence. When Sts are clear what they have to do, play the audio and get the whole class to respond. e 4.20

1 She’s cut herself. You (pause) You’ve cut yourself. 2 I’m teaching myself Spanish. He (pause) He’s teaching himself Spanish. 3 We introduced ourselves. They (pause) They introduced themselves. 4 He taught himself to play the guitar. She (pause) She taught herself to play the guitar. 5 He often talks to himself. I (pause) I often talk to myself. 6 I really enjoyed myself last night. We (pause) We really enjoyed ourselves last night.

Then repeat the activity, eliciting responses from individual Sts. g MEDIATION ACTIVITY   Focus on the three bullet points and make sure Sts understand them. Put Sts in pairs and get them to discuss the questions. Get some feedback from various pairs. Elicit other things Sts do to improve their English outside class.

7 r VIDEO LISTENING a Do this as a whole-class activity. If you know someone yourself, tell Sts about him / her.

b Tell Sts that they are going to watch a video about Alex Rawlings, a young man who studies languages at university and who speaks 11 languages fluently. Before they watch, ask Sts to try to match the 11 greetings in the speech bubbles to the 11 languages. Point out that the first one (Afrikaans) has been done for them. Get Sts to compare with a partner. Then play Part 1 of the video once the whole way through for Sts to watch and check answers. Tell Sts they will hear a short introduction before Alex does the greetings. Check answers. 2  French  3  Hebrew  4  Italian  5  Dutch  6  Greek   7  Spanish  8  Russian  9  German  10  English  11  Catalan

An interview with Alex Rawlings Part 1

P = presenter, A = Alex P Alex Rawlings became ‘Britain’s most multilingual student’ in 2012, when he won a national competition which tested his fluency in 11 different languages. At the time, he was studying German and Russian at Oxford University. Originally from London, Alex has lived in Germany, Russia, Hungary and Spain, and he has gone on to learn more languages since he graduated. A Goeiemôre A Bonjour A Shalom (‫)שלום‬ A Buongiorno A Goedemorgen A Yassas ( ) A Hola A Privet (ПРИВЕТ) A Guten Tag A Hi A Bon dia

c Give Sts time to read items 1–6 which Alex mentions in the video. Play Part 2 of the video once the whole way through and tell Sts just to watch and try to follow as much as possible of what he says. Then play the video again, pausing after Alex answers each question to give Sts time to write. Check answers. EXTRA SUPPORT   Read through the scripts and decide if you need to pre-teach any new lexis before Sts watch the video.

1 Alex says that every new language that he learns is a completely new adventure for him. 2 Greek and German are the two languages that he enjoys speaking the most. 3 Chinese and Slovene are two languages that he would like to learn at the moment. 4 Alex feels guilty that he’s never learned other British and Irish languages – Welsh, Irish, or Scottish Gaelic. On a recent trip to Wales he loved that everything was in two languages, Welsh and English. 5 Russian was the most difficult language for him to learn, because he had to learn a new alphabet. 6 YouTube has helped Alex to watch videos in other languages and immerse himself in other cultures. He says that there’s a lot of technology to help with learning vocabulary and grammar.

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Part 2 I’ve learned so many languages because I’m hooked basically on learning languages. I think every new language to me is like a new world, it’s a completely new adventure and you meet totally different people, you have totally different experiences. I often say when, when you visit a country when you speak the language, you really get to know that country, you really get to explore it for yourself. But when you visit a country and you don’t speak the local language, you’re relying on other people to explain what’s happening to you. They’re kind of, they’re showing you their version of the country, but you can’t really see it for yourself. All of the languages that I speak are fun. I think that’s why I’ve stuck with them and enjoy speaking them. I think I have the, the deepest emotional connection with Greek because my grandmother was from Greece and so we use Greek in my family as well and I’ve heard it ever since I was a child. But I also really like speaking German. There are so many languages that I would love to learn in the future. As I said, I’m hooked so… I’m, I’m very interested in Chinese at the moment. I work with someone from China, who’s teaching me little bits. And I think it’s really cool when I hear her speaking to her family or friends on the phone in Chinese and think, ‘Wow! Wouldn’t it be really awesome to speak that?’ I also, I organize an international conference for polyglots every year, which moves country, so last year it was in Iceland and this year it’s going to be in Slovenia. So I’d like to learn some Slovene as well before we go there for the weekend. I always feel a little bit guilty that I’m from the UK, but I’ve never really learned any of our local languages here. So I’ve never learned Welsh, I’ve never learned Irish, I’ve never learned Scottish Gaelic. And I went to Wales recently and loved that we had everything in two languages. You walk into the supermarket and you see all these languages everywhere. And I thought, ‘I think it would be really cool to learn a language which is very close to where I live that I could use.’ So I’d love to learn Welsh one day, too. The biggest challenge for me with learning a new language was with Russian. There were a number of things that I wasn’t expecting to be hard that were. For example, there’s a whole new alphabet, which, it’s not too different to English – you get used to it – but when you’re trying to learn a word, it’s just an extra barrier to memorizing that word. First, having to read it and understand what all of the letters mean and then having to actually memorize it. So there’s that extra layer there. Technology has been an amazing resource for me, especially when I was growing up actually, with YouTube and things like that, I was able to sort of come home from school and immediately immerse myself in this world of another language. I could just watch videos in different languages all evening and it was like I was there, it was like I was living in the country. So the internet has brought all of those cultures much closer to me and made them much more accessible. And since then I think there’s now a lot of technology out there to help you learn vocabulary or to teach you grammar. EXTRA SUPPORT  

If there’s time and you are using the video, you could get Sts to watch again with subtitles, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases. d Give Sts time to read the four questions. Now play Part 3 of the video once the whole way through for Sts just to watch. Then play it again, pausing after Alex answers each question to give Sts time to write. Check answers.

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1 Because they don’t have enough time, they’re not doing it for the right reasons, or they expect it to be easier than it actually is. 2 Because the grammar is very simple (there are almost no irregular verbs, and there are only three real tenses) and a lot of the vocabulary in Afrikaans is very similar to vocabulary in English. 3 Because they don’t have much confidence and they never get a chance to practise other languages.. 4 You never finish learning a language. Try to spend 10–15 minutes a day on the language you are learning. Part 3

P As well as learning languages himself, Alex has also taught intensive language courses. He also appears in the media and regularly attends events organized by institutions such as the European Council and the British Council to promote language learning and multilingualism. He has also written a book, How to speak any language fluently. A Yeah, it’s a good question. So, put it, put it this way. I’ve never met anyone who couldn’t learn a language, you know, I mean, if they had the right motivation, the right time allocation, the right resources, and the right expectations, I’ve never met anyone who’s had all of those things in place and still failed. But many of us fail to learn languages because one of those things is not there. We don’t have enough time, we’re not doing it for the right reasons, or we expect it to be a lot easier than it actually is. Well, the easiest language for me to learn was definitely Afrikaans, because the grammar’s very, very simple, so there are almost no irregular verbs, there’s only three real tenses you have to worry about and a lot of the vocabulary in Afrikaans is very similar to vocabulary in English. So for example, there’s this sentence which is ‘My pen is in my hand and my hand is in warm water’, which in Afrikaans is ‘My pen is en my hand and my hand is in warm water’, which, you know is very, very easy for English-speakers to learn. So the easiest languages to learn are the languages which are most similar to the one you speak natively because you don’t have to learn so many new concepts and maybe you can already understand a lot of the vocabulary because it’s similar to what you already know. I think British and American people think that they’re not very good at languages. I think we don’t have much confidence. Because when we go abroad to other countries, we, we expect people to speak English, people expect us to speak English, so we never get a chance to practise the little bits of other languages that we might know… I think the most important thing for someone who wants to learn a new language to remember is that nothing happens overnight. Learning languages is a lifelong activity. And you basically, you never finish, you never get to that finishing line where you think, ‘Right, what should I do next?’ When you learn a new language you need to accept the fact that there will always be more to learn, no matter how much you learn. And so the best approach is to just start doing it in little steps, just doing say ten to fifteen minutes a day, whenever you can find time around your routine. And then building that up over a year or two years before you really start to feel very confident using that language.

EXTRA SUPPORT   If there’s time and you are using the video, you could get Sts to watch Parts 2 and 3 again with subtitles, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases.

Finally, ask Sts if they think that anything Alex said could help them with learning English or other languages.

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3&4 Revise and Check For instructions on how to use these pages, see p.40.

r CAN YOU understand these people?

More materials for speakers of Spanish For teachers on Oxford Premium Resources Video  Can you understand these people? 3&4 Quick Test 4 File 4 Test For students Online Practice Check your progress

1  c  2  c  3  c  4  b  5  b

e 4.21

1 I = interviewer, N = Nick I N I N I N

GRAMMAR 1  c  2  a  3  c  4  b  5  a  6  a  7  b  8  b  9  a  10  c   11  b  12  b  13  c  14  b  15  a

in  2  for  3  on  4  at  5  of traffic  2  van  3  ferry  4  set  5  take

3 I = interviewer, C = Coleen

limit  2  belts  3  lanes  4  rush  5  rank

boring  2  frightening  3  excited   disappointed  5  depressing leave  2  engaged  3  hung  4  swiped  5  ringtones

PRONUNCIATION c 1  4  d 1  5 

2 I = interviewer, B = Butterfly

I Do you think women are better than men with young children, or do you think that’s just a stereotype? B I think that, um, it is definitely a stereotype that women are just better with children than men are. I believe that both sexes provide children with valuable, equally valuable, experiences, um, so I definitely trust either sex to raise children and love children, you know, with the same styles and the same quality and, you know, respect and love.

VOCABULARY a 1  b 1  c 1  d 1  4  e 1 

How do you get to work? I take the Tube. How long does it take? Forty-five minutes or so. What do you think is the best way to get around London? Um, the easiest way is to take the Tube, I think, but the nicest way is probably to go by Boris bike if you want to relax when you’re travelling, then it’s a nice way to see the city, but maybe not the quickest way to get around.

arrive /aɪ/  2  engaged /g/  3  message /dʒ/   Underground /ə/  5  with /ð/ motorway  2  disappointed  3  pedestrian  4  voicemail   embarrassing

CAN YOU understand this text? a A  5  B  3  C  6  D  4  E  1  F  2

I Are there any stereotypes about men and women that you think are true? C I think women do think differently to men, um, and I think conversations tend to be different as well. Women are much more into, um, ‘what did you say and what did he say, and what did you feel’ and all the rest of it, and men are far more pragmatic and, you know, just want to know the score, as it were.

4 I = interviewer, J = Jenny I J I J I J

How many languages do you speak? I speak English and I also speak Afrikaans. Is there a language you’d like to be able to speak? I would very much like to be able to speak Spanish. Why Spanish? Because Spanish is spoken all over the world and I feel it’s, it would be, it’s important to be able to communicate with more people.

5 I = interviewer, L = Linwood

I Is there anything that people do with phones that really annoys you? L I would say, from what I’ve experienced, they’re either texting or looking at their phones while walking and not looking where they’re going. Er, I would say, from what I’ve experienced so far in London, that would be the biggest for me.

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5A Sporting superstitions G   past tenses: simple, continuous, perfect V  sport P   /ɔː/ and /ɜː/

Lesson plan The topic of this lesson is sport. The lesson begins with a vocabulary focus on words and phrases connected with sport, and then a pronunciation focus on two vowel sounds which Sts often have problems with, /ɔː/ and /ɜː/. Sts then have a speaking activity about sport, which caters for both Sts who like and do sport, and those that do not. This is followed by a reading about the superstitions that many sportspeople have. The angle in the second half of the lesson is sportsmanship. Sts listen to an interview with a football referee, and then the grammar, narrative tenses (past simple, past continuous, and past perfect), is presented through stories about people helping others in sports. Sts then practise telling anecdotes, and the lesson ends with a writing focus on stories.

More materials for speakers of Spanish For teachers on Oxford Premium Photocopiables Grammar  past tenses: simple, continuous, perfect Communicative  Marathon cheats Vocabulary Sport For students Workbook 5A Online Practice  5A Plus extra Vocabulary, Pronunciation, and Listening for speakers of Spanish: activity verbs; /ɔː/; The Oxford Eight Grammar and Vocabulary Pocket Book OPTIONAL LEAD-IN (BOOKS CLOSED)   Write on the board the names of the three most popular sports in your Sts’ country, and drill the pronunciation.

Then get a show of hands to find out a) how many people in the class like watching these sports, and b) how many do these sports. Then ask Sts if they think the class statistics are typical of their country as a whole.

1 VOCABULARY sport a Books open. Focus on the quiz In which sport…? Put Sts in small teams of three or four and tell them to answer the questions as fast as they can. Stop when the first team ‘crosses the finish line’. b e 5.1  Play the audio for Sts to listen and check. Check answers, getting Sts to spell the names of the sports, and checking pronunciation. Find out if the first team to cross the finish line got the most questions correct. If not, the team with the most correct answers is the winner.

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1  swimming  ​2  basketball  ​3  baseball  ​4  rugby  ​ 5  table tennis / ping pong   ​6  golf  ​7  ice hockey   ​8  tennis  ​ 9  athletics  ​10  football

e 5.1 1 2 3 4 5 6 7 8 9 10

You can do the butterfly in swimming. There’s a shot called a slam dunk in basketball. The person who throws the ball in baseball is called the pitcher. There are two teams of fifteen people, and a ball that isn’t round, in rugby. You hit the ball over a net on a table in table tennis (or ping pong). Players walk about eight kilometres, and never run, during a game of golf. There are two teams of six, who play on ice, in ice hockey. There are four main tennis tournaments in the world: in Melbourne, Paris, London, and New York. You can do different activities, for example running, high jump or javelin, in athletics. Brazil have won more World Cups than any other country in football.

c Tell Sts to go to Vocabulary Bank Sport on p.229.

Vocabulary notes People and places Highlight that the coach is the non-playing person in charge of a sports team. He / She is in charge of training, tactics, and team selection. In British football, this person is called the manager. Point out that you usually use both words (= a compound noun) to describe the place where you do a sport, e.g. tennis court, football pitch. Verbs You may want to highlight that we say nil for a zero score in football and most other sports (e.g. Inter Milan beat Chelsea three–nil), but we say love in tennis (e.g. fifteen–love). Focus on 1 People and places and get Sts to do a individually or in pairs. e 5.2  Now do b. Play the audio for Sts to listen and check. Check answers. e 5.2

Sport

1 People and places, b 3 captain 7 coach 1 fans 5 players 2 referee / umpire 9 spectators / the crowd 6 sports hall 8 stadium 4 team

Now either use the audio to drill the pronunciation of the words, or model and drill them yourself. Give further practice of any words your Sts find difficult to pronounce. EXTRA SUPPORT   Tell Sts to cover the words and look at the photos to see if they can remember the lexis.

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Get Sts to do c individually or in pairs. e 5.3  Now do d. Play the audio for Sts to listen and check. Check answers. e 5.3 d 1 2 3 4 5 6 7

tennis court / basketball court football pitch / rugby pitch / hockey pitch swimming pool / diving pool athletics track Formula 1 circuit / motorcycling circuit golf course ski slope

Now either use the audio to drill the pronunciation of the words, or model and drill them yourself. Give further practice of any words your Sts find difficult to pronounce. Focus on Activation. Put Sts in pairs and get them to test each other. Make sure they swap roles. Focus on 2 Verbs and go through the win and beat box with the class. Make sure Sts know the meaning of the verbs, and then get them to do a and b individually or in pairs. Highlight that in b, Sts should write the verbs in the Verb column, not in the shaded gaps in the sentences. By doing this, they can use the sentences to test their memory later. e 5.4  Now do c. Play the audio for Sts to listen and check answers to a and b. Check answers. e 5.4

2 Verbs, a a beat, beat, beaten win, won, won lose, lost, lost draw, drew, drawn b 1 Spain drew with Brazil two–two. 2 Milan beat Chelsea three–nil. 3 Milan won the match three–nil. 4 The Chicago Bulls lost 78–91 to the Boston Celtics.

Now either use the audio to drill the pronunciation of the verbs in a, or model and drill them yourself. Give further practice of any words your Sts find difficult to pronounce. Sts do d individually or in pairs. Remind them to write in the Verb column. e 5.5  Now do e. Play the audio for Sts to listen and check. Check answers. e 5.5 e 1 2 3 4 5 6 7 8

Professional sportspeople have to train every day. Don’t play tennis on a wet court. You might get injured. A footballer has to try to kick the ball into the goal. I’ve started going to the gym because I want to get fit. Our new striker is going to score a lot of goals. Would you like to go swimming this afternoon? My brothers do yoga and t’ai chi. In basketball, players throw the ball to each other.

EXTRA SUPPORT   Get Sts to cover the Verb columns in b and d to test themselves.

Finally, focus on 3 Phrasal verbs and get Sts to do a individually or in pairs. e 5.6  Now do b. Play the audio for Sts to listen and check. Check answers.

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1  D  2  B  3  C  4  A

e 5.6

3 Phrasal verbs 1 Warm up means do light exercise to get ready for a match, for example. 2 Work out means do exercise, usually at a gym. 3 Was sent off means was told to leave the pitch, court, etc. 4 Was knocked out means was eliminated.

Tell Sts to go back to the main lesson 5A. EXTRA SUPPORT  

If you think Sts need more practice, you may want to give them the Vocabulary photocopiable activity at this point. FOR SPEAKERS OF SPANISH  

Online Practice Vocabulary:

activity verbs FOR SPEAKERS OF SPANISH  

Pocket Book Vocabulary: sport

2 PRONUNCIATION  /ɔː/ and /ɜː/ Pronunciation notes Here the focus is on two long sounds which are often mispronounced because of the sometimes irregular relationship between sound and spelling. The biggest problem is -or, which is usually /ɔː/, but sometimes /ɜː/ after w, and the -ought / -aught endings, which are usually /ɔːt/. a Focus on the sound pictures and elicit the words and sounds: horse /ɔː/ and bird /ɜː/. Give Sts a few minutes to put the words in the correct row. Warn them to be careful with the -or words. b e 5.7  Play the audio for Sts to listen and check. Check answers. e 5.7

horse /ɔː/  ball, caught, course, court, draw, fought, score, sport, warm up bird /ɜː/  circuit, hurt, serve, shirt, work out, world, worse

Highlight that caught and court are pronounced exactly the same, although they have a different spelling, and that fought and caught share the same vowel sound. Play the audio again, pausing after each group of words for Sts to listen and repeat. EXTRA SUPPORT   If these sounds are difficult for your Sts, it will help to show them the mouth position. You could model this yourself or use the Sound Bank videos on Online Practice.

c e 5.8  Tell Sts they are going to hear six sentences and they must write them down. Play the audio the whole way through for Sts just to listen. e 5.8 1 2 3 4 5 6

I hurt myself when I caught the ball. Her serve’s worse than the other girl’s. It was a draw – the score was four-all. It’s the worst sport in the world. We warmed up on the court. They wore red shirts and white shorts.

Then play it again, pausing after each sentence to give Sts time to write it down. Repeat if necessary.

5A

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Check answers by eliciting the sentences onto the board. See script 5.8

Put Sts in pairs and get them to practise saying the sentences. EXTRA SUPPORT  

Play the audio again, pausing after each sentence for Sts to listen and repeat. FOR SPEAKERS OF SPANISH  

Online Practice Pronunciation:

/ɔː/

3 SPEAKING This topic-based speaking activity takes into account the fact that not all Sts are interested in sport! Focus on the instructions and the flow chart, and point out the two alternative ‘routes’ and the last three questions for all Sts to discuss, whichever route they took. EXTRA SUPPORT   Get Sts to interview you with the first few questions from whichever group you belong to. Elicit extra questions to show possible follow-up questions.

Monitor while Sts interview each other. Correct any pronunciation errors with the vocabulary they have just learned, and help them with any new vocabulary they need. Make a note of any common mistakes, and have a correction spot at the end of the activity. Get some feedback from a few individual Sts. EXTRA SUPPORT   You could do the last three questions as a

whole-class activity.

4 READING  understanding how examples support main points

a Do this as a whole-class activity, making sure Sts understand all the expressions. If Sts come from different countries, they could tell the class the equivalent things they say in their country, e.g. Italians say touch iron, not wood. b Focus on the instructions and elicit / explain the meaning of superstition /suːpəˈstɪʃn/ (= the belief that particular events happen in a way that cannot be explained by reason or science). Model and drill its pronunciation. Read the title of the article and explain / elicit the meaning of work here (= to have the result or effect that you want). Now tell Sts to read the article and find the answer to the title. Check the answer. EXTRA SUPPORT   Before Sts read the article the first time, check whether you need to pre-teach any vocabulary.

Yes, because they increase confidence and control.

c Now focus on the instructions and phrases A–D. Make sure Sts understand the words physical and psychological. Tell Sts to read the article again quickly and match each topic to a paragraph. Get Sts to compare with a partner, and then check answers. 1  B  2  D  3  A  4  C

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d Put Sts in pairs. Tell them to read the article again and then discuss with their partner why the examples for paragraphs 1–4 are given. Check answers. 1 They’re examples of famous sportspeople’s superstitions. 2 They were used in a study at the University of Cologne to show that people perform better when they have ‘lucky’ things. 3 Adrenaline and other chemicals are produced as a result of sporting rituals, helping athletes to focus better. 4 This is an example of how superstitions can cause problems – both players wanted to be the last person to leave the changing room.

Deal with any other new vocabulary. Model and drill the pronunciation of any tricky words. e Put Sts in pairs and get them to discuss the questions. Get some feedback from various pairs. If you have any superstitions, you could tell the class.

5 LISTENING  understanding an interview a Do this a whole-class activity, and elicit some opinions on referees in general. EXTRA SUPPORT   If Sts can’t give any reasons, you could ask them if referees are a) well paid, b) respected, or c) unpopular.

b e 5.9  Focus on the photo and the instructions. Give Sts a few minutes to read questions 1–5 and their three options, and make sure they understand them. Then play the audio (Part 1 of the interview) once the whole way through. Get Sts to compare with a partner, and then play the audio again if necessary. Check answers. EXTRA SUPPORT   Read through the scripts and decide if you need to pre-teach any new lexis before Sts listen.

1  c  2  b  3  b  4  a  5  a

e 5.9

(script in Student’s Book on pp.199–200)

I = interviewer, JA = Juan Antonio Part 1

I What made you want to become a referee? JA My father was a referee, but that didn’t influence me – in fact, the opposite, because I saw all the problems that he had as a referee. But as a child, I was always attracted by the idea and at school I used to referee all kinds of sports – basketball, handball, volleyball, and of course football. I was invited to join the Referees’ Federation when I was only fourteen years old. I Were you good at sport yourself? JA Yes. I was a very good handball player. People often think that referees become referees because they’re frustrated sportsmen, but this is just not true in most cases, in my experience. I What was the most exciting match you ever refereed? JA It’s difficult to choose one match as the most exciting. I remember some of the Real Madrid–Barcelona matches, for example the first one I ever refereed. The atmosphere was incredible in the stadium. But really, it’s impossible to pick just one – there have been so many. I What was the worst experience you ever had as a referee? JA The worst? Well, that was something that happened very early in my career. I was only sixteen, and I was refereeing a match in a town in Spain, and the home team lost. After the match, I was attacked and injured by the players of the home team and by the spectators. After all these years, I can still remember a mother who had a little baby in her arms, who was trying to hit me. She

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I JA I JA

I JA

was so angry with me that she nearly dropped her baby. That was my worst moment, and it nearly made me stop being a referee. Do you think that there’s more cheating in football than in the past? Yes, I think so. Why? I think it’s because there’s so much money in football today that it’s become much more important to win. Also, football is much faster than it used to be, so it’s much more difficult for referees to detect cheating. How do footballers cheat? Oh, there are many ways, but for me, the worst thing in football today is what we call simulation. Simulation is when a player pretends to have been fouled when in fact he hasn’t. For example, sometimes a player falls over in the penalty area when, in fact, nobody has touched him, and this can result in the referee giving a penalty when it wasn’t a penalty. In my opinion, when a player does this, he’s cheating not only the referee, not only the players of the other team, but also the spectators, because spectators pay money to see a fair contest.

EXTRA SUPPORT   You could pause the audio after the referee has answered each question to give Sts time to answer the questions.

c Tell Sts they are going to hear Part 2 of the interview, but before they listen, they must look at sentences 1–6 and see if they can predict what the referee is going to say. Get Sts to compare with a partner. d e 5.10  Tell Sts to listen to Part 2 of the interview and check their answers. Play the audio once the whole way through. Then play it again, pausing after each answer is given. Check answers. 1  right decisions   ​2  fast  ​3  rules  ​4  exceptions  ​ 5  with the ball   ​6  typical superstar

fact of playing a game or acting honestly, fairly, and according to the rules). Encourage Sts to give reasons to justify what they say. Get some feedback from various groups and find out if any Sts disagreed with each other on any of the topics. FOR SPEAKERS OF SPANISH  

Online Practice Listening: The

Oxford Eight

6 GRAMMAR  past tenses a Focus on the title of the article and the photo, and ask Sts what they think the article is about. Now give Sts time to read the article about Alistair Brownlee and answer the question. Check the answer. He helped his brother, and as a result, he didn’t win the race.

b Focus on the instructions. Give Sts time to read paragraph 2 again and find the verbs. Get Sts to compare with a partner, and then check answers. Past continuous: he was winning; His brother, Alistair, was running Past perfect: he’d gone very fast; he hadn’t drunk enough; Jonny had stopped; who had been behind them

Now ask Sts why the different tenses are used. The past continuous verbs show that these actions were in progress when the main events happened. The past perfect verbs show that these things happened before the main events in the story.

c Tell Sts to go to Grammar Bank 5A on p.212.

Grammar notes e 5.10

(script in Student’s Book on p.200)

Part 2

I What’s the most difficult thing about being a referee? JA The most difficult thing is to make the right decisions during a match. It’s difficult because you have to make decisions when everything’s happening so quickly – football today is very fast. You must remember that everything is happening at one hundred kilometres an hour. Also, important decisions often depend on the referee’s interpretation of the rules. Things aren’t black and white. And, of course, making decisions would be much easier if players didn’t cheat. I Do you think that the idea of fair play doesn’t exist any more? JA Not at all. On the contrary, I think fair play does exist – the players who cheat are the exceptions. I Finally, who was the best player you ever saw in your career as a referee? JA I have to say Leo Messi. I Why is he special for you? JA Well, a study was done on him which showed that Messi could run faster with the ball than many footballers can do without the ball. But apart from his great ability, what I’ve always admired about him is that he isn’t a typical superstar footballer. In public and in his personal life, his behaviour has always been very normal. That’s unusual for such a famous player. EXTRA SUPPORT  

If there’s time, you could get Sts to listen again with the two scripts on pp.199–200, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases. e Put Sts in small groups to discuss questions 1–4. Before they start, elicit / explain the meaning of fair play (= the

In English File A2/B1 Sts learned the past simple, the past continuous, and the past perfect in separate lessons, so this will be the first time Sts have seen the three tenses together. Highlight that these three tenses are the ones that we normally use to tell a story / anecdote in the past. Most verbs tend to be in the past simple when we are describing consecutive actions (First,…, then…, etc.), but we often use the past simple in conjunction with either or both the past continuous and past perfect, e.g. I got home late and my wife had already finished her dinner and was watching the news on TV. You may want to draw a timeline on the board to show Sts how the three tenses work together: I got home late.

X



My wife had finished her dinner.

XXXXX

She was watching the the news on TV.

Focus on the example sentences and play audio e 5.11, e 5.12, e 5.13 and e 5.14 for Sts to listen and repeat. Encourage them to copy the rhythm. Then go through the rules with the class. Now focus on the exercises and get Sts to do them individually or in pairs. Check answers, getting Sts to read the full sentences.

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a 1  4  7  b 1 2 3 4 5 6 7 8

had trained   ​2  was cycling   ​3  wanted  ​ had already started   ​5  hadn’t scored   ​6  was playing   ​ stopped  ​8  hadn’t lost   ​9  was raining The accident happened when they were driving home. The crowd cheered when the referee blew the final whistle. I didn’t recognize Jane at first because she had changed so much. The police stopped my sister on the motorway because she wasn’t wearing a seat belt. Some of the players weren’t listening while the coach was talking to them. We couldn’t use the ski slope because it hadn’t snowed enough. They weren’t able to play tennis because they hadn’t booked a court. The player got a yellow card because he had taken off / took off his shirt after scoring a goal.

Tell Sts to go back to the main lesson 5A. EXTRA SUPPORT  

If you think Sts need more practice, you may want to give them the Grammar photocopiable activity at this point. d Tell Sts they are going to read an article about a skier, Anton Gafarov. Tell Sts they must complete the gaps with the verbs in the correct form. Point out that the first one (was competing) has been done for them. Give Sts time to read the article and complete the gaps. Get Sts to compare with a partner, and then check answers. 2  was doing   ​3  fell  ​4  damaged  ​5  fell  ​6  had broken   ​ 7  tried / was trying   ​8  ran  ​9  replaced  ​10  had brought   ​ 11  finished

e

f

MEDIATION ACTIVITY   Put Sts in pairs, A and B, and tell them to go to Communication Good sportsmanship, A on p.179, B on p.184. Tell Sts A to read about Kenyan runner Abel Mutai, and Sts B to read about Canadian sailor Lawrence Lemieux. When they have finished reading, Sts should underline all the verbs in the past continuous or past perfect. Sts A then cover the story and tell it to their partner, using the prompts in the list. Sts then swap roles. Tell Sts to go back to the main lesson 5A. Do this as a whole-class activity, making sure Sts know the meaning of heroic (= very brave). You could also tell Sts what you think.

FOR SPEAKERS OF SPANISH   Pocket Book Grammar: past tenses: simple, continuous, perfect

7 SPEAKING a Focus on the instructions and make sure Sts understand what an anecdote is (= an informal true story about something that happened to you). Model and drill its pronunciation. Give Sts time to choose which two topics they are going to talk about, and to plan the stories. Encourage them to think about the vocabulary they are going to need, especially verbs. 70

Monitor and help Sts with their planning and with any specific vocabulary. EXTRA IDEA   Tell Sts that one anecdote should be true and the other invented. Sts A then tell both their anecdotes, one after the other, and Sts B must decide which one is true. They then swap roles. You could model the activity first by telling them two anecdotes of your own. Pause from time to time and encourage Sts to ask you questions. Then get Sts to guess which one is true.

b Focus on the Telling an anecdote box and go through it with the class. Put Sts in pairs, A and B. Sts A should start by telling their first anecdote, giving as much information as possible, and Sts B should ask questions. Sts B then tell their first anecdote. Monitor while Sts are telling their anecdotes, but don’t correct too much, as the aim here is to encourage fluency, and Sts are unlikely to use all the tenses perfectly. EXTRA IDEA   Tell Sts to look back at the language for reacting

to what people say in Practical English Episode 1 on p.17. Encourage them to use this language when they listen to the anecdotes. If Sts are enjoying the activity (and you have time), you could get them to change partners and tell their stories again.

8 WRITING  telling a story Tell Sts to go to Writing Telling a story on p.190. a Focus on the instructions and give Sts time to read the story and answer the questions. Tell them not to worry about the gaps in the story. Check answers. They got lost because her husband followed the instructions given by the satnav, which sent them in the wrong direction. They also left their dog under the table in the café on the motorway.

b Focus on the instructions and the connecting words or phrases in the list. Give Sts time to read the story again and complete each gap. Get Sts to compare with a partner, and then check answers. 2  when  ​3  However  ​4  instead of   ​5  but  ​6  So  ​ 7  because  ​8  as soon as   ​9  although

c Focus on the A bad journey box and go through it with the class. Now tell Sts they are going to write about a journey when they had a problem. If Sts can’t think of a journey, they can invent one. Focus on the plan and go through it with Sts. Sts should write three paragraphs, as in the model, and use the A bad journey box to help them. You may like to get Sts to do the writing in class, or you could set it as homework. If you do it in class, set a time limit for Sts to write their story, e.g. 15–20 minutes. d Sts should check their work for mistakes before giving it in.

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5B #thewaywemet G   past and present habits and states V  relationships P   the letter s, used to

Lesson plan Different kinds of relationships provide the main theme for this lesson. It begins with two stories from Instagram #thewaywemet about two couples who met their partner in unusual circumstances. Sts then listen to another person talking about where he met his partner, and extracts from the listening provide a lead-in to the grammar, which revises and consolidates the use of used to for past habits and states, and contrasts it with the way we express present habits. The pronunciation focus is on the different ways the letter s can be pronounced, and the pronunciation of used to. This is followed by a controlled oral grammar practice stage. The topic of the second half of the lesson is friendships. It begins with a vocabulary focus on words and phrases related to relationships. Sts then listen to a radio programme about friendships, and the lesson ends with a speaking activity where Sts present their opinion on a particular aspect of friendship.

More materials for speakers of Spanish For teachers on Oxford Premium Photocopiables Grammar  past and present habits and states Communicative  Past and present Vocabulary Relationships For students Workbook 5B Online Practice 5B Plus extra Vocabulary and Pronunciation for speakers of Spanish: giving presentations; /s/ vs /z/ and /ʃ/ vs /ʒ/ Grammar and Vocabulary Pocket Book OPTIONAL LEAD-IN (BOOKS CLOSED)  

Write the following on the board: 1 I MET MY BEST FRIEND AT PRIMARY SCHOOL. 2 WHERE SHALL WE MEET? HOW ABOUT IN THE CAFÉ BY THE STATION? 3 WHEN I WAS OUT SHOPPING LAST WEEK, I MET AN OLD SCHOOL FRIEND WHO I HADN’T SEEN FOR YEARS.

Now elicit from Sts the meanings of the verb meet in each sentence. 1 To see somebody for the first time 2 To go to a place and wait there for somebody to arrive 3 To be in the same place as somebody by chance and talk to them

1 READING & LISTENING  predicting the end of

a story

a Books open. Focus on the task and make sure Sts know what a partner is (= a husband / boyfriend, or wife / girlfriend). Get Sts to number phrases A–E in order according to how likely they think people are to meet friends and partners that way. Get Sts to compare with a partner, and then elicit opinions. b Tell Sts they are going to read the beginning of two stories from an Instagram site called #thewaywemet and they must find out where the two women met their partners. Give Sts time to read the stories and answer the question. Get them to compare with a partner, and then check answers. EXTRA SUPPORT   Before Sts read the stories the first time, check whether you need to pre-teach any vocabulary.

Tiffany met her partner in a supermarket car park. Kristina met her partner in an acupuncture clinic.

c Now tell Sts to read the stories again and decide who each statement refers to. Get Sts to compare with a partner, and then check answers. 1  T  2  T  3  K  4  K  5  K  6  T

Deal with any new vocabulary. Model and drill the pronunciation of any tricky words. d MEDIATION ACTIVITY   Focus on the question and elicit ideas for both stories. Now put Sts in pairs, A and B, and tell them to go to Communication The way we met, A on p.179, B on p.184. Tell Sts A to read about Tiffany, and Sts B to read about Kristina. When they have finished reading, Sts should close their books and tell their partner their story. EXTRA IDEA   Before Sts tell their partner how the story ends, they should first elicit from their partner what they think happened.

In their pairs, Sts decide what coincidence there is in each story. Check answers. Tiffany and her partner own exactly the same car. Kristina was studying Creative Writing and her partner’s surname is Tolstoy (like the great Russian novelist).

Tell Sts to go back to the main lesson 5B. e Focus on the instructions and give Sts time to think about how a couple they know met. Put Sts in pairs and get them to share their stories. Get some feedback, and if you know a couple who met in unusual circumstances, tell the class.

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2 GRAMMAR  past and present habits and states a e 5.15  Tell Sts they are going to listen to another story and they must answer the two questions. You could write the questions on the board and get Sts to close their books. Play the audio once the whole way through. Check answers. EXTRA SUPPORT   Read through the script and decide if you need to pre-teach any new lexis before Sts listen.

They met in a school corridor, and it wasn’t romantic.

e 5.15

Well, I used to be a teacher, and I taught English to adults in Indonesia for a few years, and I met my wife there, um, in the school that I was working in. She was a student at the school – ah, not in my class, I should point out – just a student at the school, and one day in the corridor I was walking to class, and she was running through the corridor because she was late for her class – she didn’t use to be very punctual in those days. And she crashed into me, and I was on my way to class, so I was carrying a whole load of things and I dropped all my books, all my papers, all my pens…they went all over the floor. And did she help me to pick them up? Nope! She just ran off, laughing; she thought it was very funny. So…you could say it wasn’t love at first sight. But we became friends after that, and we sometimes used to have tea or a beer together. And after being friends for, I think, three years, we got together – became boyfriend and girlfriend – and then a few years later, we got engaged, then we got married – and now we’ve been married for twelve years.

b Now focus on the instructions and on sentences 1–8. Go through them with Sts and make sure they understand them. Play the audio again the whole way through, and get Sts to mark the sentences T (true) or F (false). Remind them to correct the false ones. Get Sts to compare with a partner, and then check answers. 1 2 3 4 5 6 7 8

T F (She was a student at the school, but not in his classes.) F (She wasn’t usually very punctual.) T T F (She ran off, laughing.) T F (They’ve been married for 12 years.)

c Put Sts in pairs. Tell them to look at the three extracts from the listening and to answer questions 1 and 2. Check answers. 1 We use used to to talk about things that were true over a period of time in the past. We make questions with Did + person + use to + infinitive. 2 No EXTRA SUPPORT  

Do this as a whole-class activity.

d Tell Sts to go to Grammar Bank 5B on p.213.

Grammar notes Used to is a grammar point which was presented in English File A2/B1 and is revised and consolidated here. This is a ‘late assimilation’ structure, as Sts can express more or less the same idea by using the past tense + a time expression. Compare I used to go to that primary school and I went to that primary school (when I was a child). In that sense, used to is a sophisticated structure and its correct use shows that Sts have a higher level of English. In this lesson used to is contrasted with the use of the present simple with usually to talk about present habits. Sts may have problems with this structure, as their language may either use a tense which doesn’t exist in English for past habits, or may have a verb which can be used both for present and past habits – unlike used to, which can only be used in the past. Emphasize the way we often don’t repeat the main verb, but just use the auxiliary verb with any more / any longer when we contrast the past and present habits, e.g. I used to like cartoons, but I don’t any more. Some typical mistakes include: • using use to instead of usually for present habits and states, e.g. I use to go to bed about 11.00. • making mistakes of spelling such as We didn’t used to wear a uniform at my school. Focus on the example sentences and play audio e 5.16 for Sts to listen and repeat. Encourage them to copy the rhythm. Then go through the rules with the class. Focus on the information box and go through it with Sts. Now focus on the exercises and get Sts to do them individually or in pairs. Check answers, getting Sts to read the full sentences. a 1  4  7  b 1 2 3 4 5 6 7 8 9 10

g didn’t use to like   ​2  f  ​3  g never used to want   ​ g did you use to keep in touch   ​5  g usually go   ​6  f  ​ g Did your parents meet   ​8  g used to work   ​9  g usually go We used to have a lot in common, but now we’re completely different. We usually go to bed early during the week because we have to get up at 6.00 a.m. I didn’t use to watch TV on my phone, but now I often do. Do you usually play football on Sunday mornings? They love sushi, so they usually eat out in Japanese restaurants. Where did your husband use to work before he got the job in the bank? My sister has lost a lot of weight. She never used to be so slim. Did you use to argue a lot with your parents when you were a teenager? Laura usually gets on really well with her flatmates, but they occasionally argue about housework. My ex-boyfriend didn’t use to speak to me, but now he calls me quite often.

Tell Sts to go back to the main lesson 5B. EXTRA SUPPORT   If you think Sts need more practice, you may want to give them the Grammar photocopiable activity at this point. FOR SPEAKERS OF SPANISH  

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Pocket Book Grammar: past and

present habits and states

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3 PRONUNCIATION & SPEAKING  the letter s,

used to

Pronunciation notes Many learners of English tend to always pronounce the letter s as the unvoiced sound /s/, as in bus. In fact, s in the middle or at the end of a word is often pronounced /z/, e.g. music, jobs, and -se is very often pronounced /z/, e.g. lose, revise, etc. At the beginning of a word, s is almost always /s/, with the exceptions of sure and sugar, where the s is pronounced /ʃ/. Double s is always pronounced /s/. Used can be pronounced both ways, with a /s/ or a /z/. When it is a main verb (e.g. I used Google maps to find the right way), it is pronounced /juːzd/, but when it is used to (e.g. I used to live in Seville), it is pronounced /juːst/. a e 5.17  Focus on the task and elicit the four picture words (snake, zebra, shower, and television). Now play the audio once the whole way through for Sts just to listen. e 5.17

See sounds and words in Student’s Book on p.81

Then get Sts to write the words in the correct column. Get them to compare with a partner. EXTRA SUPPORT   Play the audio, pausing after each word for Sts to listen and write the words in the columns.

b e 5.18  Play the audio for Sts to listen and check. Check answers. e 5.18

snake /s/  used to, parents, practise, singer, sport, summer, supermarket zebra /z/  use, busy, friends, holidays, lose, music shower /ʃ/  sugar, sure television /ʒ/  usually, decision, occasion, unusual EXTRA SUPPORT   Play the audio again, pausing after each group of words for Sts to listen and repeat.

c Put Sts in pairs and get them to answer 1–3. Check answers. 1 At the beginning of a word, the letter s is usually pronounced /s/. The two exceptions are sure and sugar /ʃ/. 2 At the end of a word, s can be pronounced /s/ or /z/. 3 In vowel + -sion, the letter s is pronounced /ʒ/. EXTRA SUPPORT  

If these sounds are difficult for your Sts, it will help to show them the mouth position. You could model this yourself or use the Sound Bank videos on Online Practice. d e 5.19  Focus on the used to box and go through it with the class. Tell Sts they are going to hear five short sentences or questions and they need to write them down. Play the audio once the whole way through for Sts just to listen.

e 5.19 1 2 3 4 5

I’m sure you used to take sugar in your tea. She didn’t use to like classical music, but now she loves it. We used to stay with my parents’ friends in the summer holidays. Did you use to use your car more? The singer usually practises for six hours a day.

Now play the audio again, pausing after each sentence to give Sts time to write. Check answers by eliciting the sentences onto the board. See script 5.19

Then play the audio again, pausing after each sentence for Sts to listen and repeat. Finally, repeat the activity, eliciting the sentences from individual Sts. EXTRA SUPPORT   You could get Sts to listen and repeat after the audio, and then practise in pairs.

e Focus on the task and give Sts a few minutes to choose their two topics and plan what they are going to say. Put Sts in pairs, A and B. Tell Sts A to start talking about their first topic, giving as much information as they can. Sts B can ask for more information, too. Then Sts B tell Sts A about their first topic, etc. EXTRA SUPPORT   Choose one of the topics yourself and tell Sts a little about it. This way, you demonstrate what you want them to do and give Sts extra listening practice.

As Sts are talking, move round, monitoring and helping, and correcting any mistakes with used to. Get some feedback. FOR SPEAKERS OF SPANISH  

Online Practice Pronunciation:

/s/ vs /z/ and /ʃ/ vs /ʒ/

4 VOCABULARY relationships a Give Sts time to match the words or phrases to the photos. Check answers, eliciting what each word or phrase means. 3 colleagues (= people that you work with) 4 friends (= people you know well and like) 6 argue with somebody (= to speak angrily to sb because you disagree with them) 5 discuss something with somebody (= to talk about sth with sb, especially in order to decide sth) 1 meet somebody (= to see sb for the first time) 2 know somebody (= you have met before)

b Tell Sts to go to Vocabulary Bank Relationships on p.230.

Vocabulary notes People Highlight that mate can be added to other words, e.g. housemate (= someone you share a house with), schoolmate (= someone you are / were at school with), workmate (= somebody you work with). Tell Sts that fiancé(e) is a word ‘borrowed’ from French, which explains the pronunciation, and why it has an accent. With one e, it refers to a man, and with two to a woman. You might also want to point out that in American English co-worker is used instead of colleague.

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Focus on 1 People and get Sts to do a individually or in pairs. e 5.20  Now do b. Play the audio for Sts to listen and check. Check answers. e 5.20

Relationships

1 People 1 couple – two people who are married or in a romantic relationship 2 partner – your husband, wife, boyfriend, or girlfriend 3 fiancé(e) – the person that you are engaged to be married to 4 flatmate – a person that you share a flat with 5 colleague – a person that you work with 6 ex – a person that you used to have a relationship with 7 close friend – a very good friend that you can talk to about anything 8 classmate – a person who is in the same class as you at school or college

Now either use the audio to drill the pronunciation of the words, or model and drill them yourself. Give further practice of any words and phrases your Sts find difficult to pronounce. Now do Activation and tell Sts to cover the definitions, look at the words, and see if they can remember what they mean. Now focus on 2 Verb phrases and get Sts to do a individually or in pairs. Remind Sts to change the verb to the past simple. EXTRA SUPPORT  

Elicit the past tense of all the verbs first.

e 5.21  Now do b. Play the audio for Sts to listen and check. Check answers. e 5.21

2 Verb phrases

1 I met Mark when I was studying at York University. 2 We got to know each other quickly because we went to the same classes. 3 We soon became friends, and we discovered that we had a lot in common. For example, we both liked art and music. 4 We went out together in our second term and we fell in love. 5 We were together for two years, but we argued a lot, and in our last term at university we broke up. 6 After we left university, we lost touch because I moved to London and he stayed in York. 7 Five years later, we got in touch again on Facebook. We were both still single and Mark had moved to London, too. 8 This time we got on better than before, maybe because we were older. 9 After two months, Mark proposed and I accepted. 10 We got married last summer. A lot of our old university friends came to the wedding!

Now either use the audio to drill the pronunciation of the verb phrases, or model and drill them yourself. Give further practice of any words and phrases your Sts find difficult to pronounce. Finally, focus on Activation and tell Sts to look at the pictures and see if they can remember the story. Tell Sts to go back to the main lesson 5B. EXTRA SUPPORT   If you think Sts need more practice, you may want to give them the Vocabulary photocopiable activity at this point.

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c Focus on the task and give Sts a couple of minutes to think about a close friend and how they will answer the questions. Put Sts in pairs; they take turns to interview each other about their close friend. While they are doing this, go round monitoring and helping if necessary. Get some feedback from individual Sts. d Either put Sts in pairs to think of the four letters that can be added after the words in the list to make an abstract noun, or do it as a whole-class activity. If Sts worked in pairs, check the answer. Make sure Sts know the meaning of all the words in the list with -ship added to them. -ship

e Give Sts time to complete sentences 1–5 with an abstract noun from d. Get Sts to compare with a partner, and then check answers. 1  relationship  ​2  membership  ​3  leadership  ​4  partnership  ​ 5  friendship FOR SPEAKERS OF SPANISH  

Pocket Book Vocabulary:

relationships

5 LISTENING  understanding facts and supporting information

a Focus on the instructions and put Sts in pairs to guess the missing words in facts 1–5. Elicit answers, but don’t tell Sts if they are correct. b e 5.22  Tell Sts to listen to the radio programme about friendship and check their answers to a. Play the audio once the whole way through. Check answers. Find out, with a show of hands, if any Sts got all the answers correct. EXTRA SUPPORT   Read through the script and decide if you need to pre-teach any new lexis before Sts listen.

1  Animals  ​2  social media   ​3  productive  ​4  Love  ​5  health

e 5.22

(script in Student’s Book on p.128)

R = Rickie, J = Joanna, C = caller R You’re listening to Radio Oxford, and I’m Rickie Hammond. J And I’m Joanna Keys. R Now, I wonder how many of you know what today is. Well, it’s

J

R

Friendship Day! All over the world today, people are celebrating those wonderful people called friends. We’ve been doing some research this morning about friends, and we’ve discovered five fascinating facts about friends for you. Just listen to these. Joanna? Friends fact number one: Animals have friends, too! Yes, apparently, we humans aren’t the only ones who have friends. There’s strong evidence that animals, like chimpanzees, horses, elephants, dolphins, and even bats, can form friendships for life. And they even make friends with animals that aren’t from their species! Friends fact number two: We have more real friends thanks to social media! You may find this hard to believe, but since the invention of the internet, and especially since social media came on the scene, we actually have more real-world friends than before. People always say we’re so busy with all our online friends that we don’t have time for our real friends. But in fact, the opposite is true. A doctor in Psychology at Sheffield Hallam University has done some

5B

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J

R

J



C

research that shows that the internet actually helps us to keep up friendships. And why is that? Because with social media, it’s easier to stay in touch. In the past we used to lose touch with friends because of distance or lack of time. So now you know… Friends fact number three: Having friends at work makes you more productive. Now, you probably think that if you have lots of friends at work, you waste a lot of time gossiping with them. Well, listen to this. According to various studies, having friends at work makes you more productive and more creative. And I can believe that, because, you know, if you have friends at work, you’re going to be happier, which in turn probably makes you work better. Just one thing, though – don’t be friends with your boss! That might make your colleagues trust you less, and they might think you got your job because of your friendship. Friends fact number four: Love can make you lose two friends. Yes, it’s a sad fact that you can lose two friends when you fall in love. According to the anthropologist Robin Dunbar, who’s studied the effect that love has on friendship, when a new person comes into your life, he – or she, of course – displaces two other people in your circle of friends. He says that when you’re in love, you spend less time with your friends, and this means that friendships deteriorate. And you know something, from my experience, that’s true. Friends fact number five: So this is the last one, and it’s good news! Friendship is good for your health. It doesn’t matter if you’re a man or a woman. People who have a lot of friends are less stressed and live longer. Research shows that you are fifty per cent more likely to have a long life if you have a good social network. So now we’re asking you to choose a song for a special friend. Call us on oh eight oh eight one five seven oh eight nine two. The lines are open now, and our first caller is Mandy from Didcot. Hi, Joanna! Can you play I’ll be there for you for my best friend? Her name’s Annie and I love her to bits…

6 SPEAKING a Focus on the task and go through sentences A–G. Give Sts time to tick or cross each sentence according to their own opinions. Tell them to think about their reasons. They can write notes if they want to. b Put Sts in small groups of three or four. Tell them to each choose one topic (A–G) in a that they want to talk about. Now focus on the plan and go through it with the class. Tell Sts to prepare what they are going to say for their chosen topic, using the plan. c MEDIATION ACTIVITY   Focus on the Presenting an opinion box and go through it with the class. In their groups, Sts now discuss their topics in turn, giving their opinion. Get some feedback from the whole class. FOR SPEAKERS OF SPANISH  

Online Practice Vocabulary:

giving presentations

c Tell Sts they are going to listen to the programme again, and this time they must make notes on examples and reasons for the five facts. Play the audio again, pausing after each fact to give Sts time to write. Play again if necessary. Get Sts to compare with a partner, and then check answers. 1 Chimpanzees, horses, elephants, dolphins, and bats can form friendships. 2 Because with Facebook, it’s easier to stay in touch with friends. 3 Because if you have friends at work, you’re happier, and that makes you work better; the exception is your boss (it’s better not to be friends with him / her). 4 Because when you’re in love, you have less time to see your friends. 5 Because you’re less stressed, and so you live longer; you are 50 per cent more likely to have a long life. EXTRA SUPPORT  

If there’s time, you could get Sts to listen again with the script on p.200, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases. d Do this as a whole-class activity.

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EPISODE

3 Practical English  Old friends Function  asking for permission, making requests, greeting someone you haven’t seen for a long time Language  Is it OK if I…?, Would you mind…?

Lesson plan In this third Practical English lesson Sts learn some key phrases for asking for permission to do something, and asking other people to do something for you. In the first scene, Jenny meets Monica, an old friend, in the street, and they have a coffee together. Monica tells Jenny she is going to get married, and Jenny tells Monica about Rob. In the next scene, Rob arrives and joins them, but Monica has to leave. Rob then tells Jenny that an old friend of his, Paul, is coming to stay, and asks Jenny if she could pick him up at the airport, as he has to work late. Jenny agrees. In the third scene, Jenny brings Paul to Rob’s flat. She is tired, because she had to wait a long time, and the traffic was terrible, and she leaves Rob and Paul to have a night out together.

More materials for speakers of Spanish For teachers on Oxford Premium Resources Video  Practical English Episode 3 Quick Test 5 File 5 Test Progress Test Files 1–5 For students Workbook Practical English 3 Can you remember? 1–5 Online Practice Practical English 3 Check your progress OPTIONAL LEAD-IN (BOOKS CLOSED)   Before starting Episode 3, elicit what Sts can remember about Episode 2. Ask them Who are Kerri and Don? What did they disagree about? What did Jenny and Rob think? What happened in the end?, etc.

Alternatively, you could play the last scene of Episode 2.

1 r JENNY HAS COFFEE WITH A FRIEND a e 5.23  Books open. Focus on the photos and elicit what is happening. Now either tell Sts to close their books, and write the question on the board, or get Sts to focus on the question and cover the rest of the page. Play the video / audio once the whole way through, and then check the answer. EXTRA SUPPORT   Before playing the video / audio, go through the listening scripts and decide if you need to preteach / check any lexis to help Sts when they listen.

She has got engaged. / She and her boyfriend are getting married.

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e 5.23

J = Jenny, M = Monica J M J M J M

Monica! Jenny! Wow! How are you? You look great! Thanks, Jenny! You look really good, too. Hey, why don’t we get some coffee? I’d love to, but I’m on the way to meet…oh, come on. Five minutes!

***

J So, how is everything? M Oh, great. Things couldn’t be better, actually. Scott and I…we’re getting married! J You’re what? Congratulations! M Thank you! J When did you get engaged? M Only a few days ago. I’m glad I saw you, actually. I was going to call you. We’ve only told family so far. J I can’t believe it. Monica the wife! And to think you used to go clubbing every night! M Well, that was a few years ago! All I want to do now is stay in and read wedding magazines. J And how are the plans coming along? M I haven’t done anything yet. My mom and Scott’s mom want to organize the whole thing themselves! J That’s what mothers are for! M True. But what about you? You look fantastic. J Well, I guess I’m kind of happy, too. M Uh-huh. What’s his name? J Rob. M You’ve been keeping him very quiet! Is it serious? J Erm, it’s kind of, you know… M So it is! J It’s still early. We haven’t been together for long. He only moved here a few months ago from London. M What? He’s British? And you think you can persuade him to stay in New York? That won’t be easy!
 J I think he likes it here. You know how guys are – you never know what they’re thinking. M When can I meet him? J Er…that’s him now.

b Focus on the instructions and give Sts time to read questions 1–7. Play the video / audio again, pausing if necessary to give Sts time to answer the questions. Get Sts to compare with a partner, and then check answers. 1 2 3 4

Monica’s fiancé / Monica’s future husband A few days ago Only family She used to go clubbing; now she stays in and reads wedding magazines. 5 The two mothers want to organize the wedding. 6 That they haven’t been together long. 7 She thinks it will be hard for Jenny to persuade him to stay in New York. EXTRA SUPPORT   If there’s time and you are using the video, you could get Sts to watch again with subtitles, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases.

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2 r PERMISSION AND REQUESTS a e 5.24  Focus on the photos and ask Sts some questions, e.g. Where is Rob? Who is he talking to?, etc. Now either tell Sts to close their books, and write the question on the board, or get Sts to focus on the question and cover the rest of the page. Play the video / audio once the whole way through, and then check the answer. He asks Jenny to meet his friend, Paul, at the airport and to take him back to his flat.

e 5.24

R = Rob, M = Monica, W = waiter, J = Jenny R M R M R W J M R J R M W R J M R M J M R J R J R J R J R

J R J R J R J R

Do you mind if I join you? Of course not. Come on, sit down. Thank you. I have to leave in a minute, anyway. Could I have a large latte, please? Of course. Rob, this is Monica. Nice to meet you, Rob. You too, Monica. You know, Jenny talks about you a lot. And I’ve seen college photos of you two together, at Jenny’s parents’ house. Of course you have – my dad’s photos. You’ve hardly changed at all. What a nice man! I can see why you like him, Jenny. The perfect English gentleman. Your latte. Oh, thanks. Can you pass the sugar? Sure. Sorry, guys, but I have to go. You’re sure I haven’t interrupted anything? Not at all. It’s just that I have to meet someone. But let’s get together very soon. We will! Bye, Rob. Nice meeting you. Bye. Bye. Talk soon! She seems like a happy person. She is, especially right now – she’s getting married. That’s fantastic news! Yeah, it is. I guess we’re at that age now when most of our friends are settling down and getting married. Yeah…Oh, speaking of friends, I want to ask you a favour. Is it OK if we change our plans a bit this week? Er…sure. What’s up? I’ve just had a call from an old friend of mine, Paul. I haven’t seen him since we were at university, and he’s travelling around the States at the moment. Anyway, he’s arriving in New York this evening and, er…I’ve invited him to stay for the week. Cool! It’ll be fun to meet one of your old friends! What’s he like? Oh, Paul’s a laugh. He used to be a bit wild, but that was a long time ago. He’s probably changed completely. Well, I’m looking forward to meeting him. Just one other thing. Could you do me a big favour? I have to work late this evening, so…would you mind meeting him at the airport? Not at all. I’d like to meet him. And do you think you could take him to my flat? I’ll give you the keys. No problem, Rob. Thanks so much, Jenny. You’re a real star.

b Focus on sentences 1–8. Go through them with Sts and make sure they understand them. Now play the video / audio again the whole way through, and get Sts to mark the sentences T (true) or F (false). Remind them to correct the false ones.

Get Sts to compare with a partner, and then check answers. 1 2 3 4 5 6 7 8

F (He orders a large latte.) F (He says she hasn’t changed.) T F (She needs to meet someone.) F (She says most of their friends are getting married.) F (He is going to stay for a week.) F (He used to be a bit wild.) T

EXTRA SUPPORT   If there’s time and you are using the video, you could get Sts to watch again with subtitles, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases.

c e 5.25  Give Sts a minute to read through the extracts from the conversation and to think about what the missing words might be. Now play the video / audio again, and get Sts to complete the gaps. Get Sts to compare with a partner, and then check answers. 1  mind, course   ​2  OK  ​3  Can, Sure   ​4  favour, meeting, Not   ​ 5  could, problem

e 5.25

Asking permission

1 R Do you mind if I join you? M Of course not. Come on, sit down. 2 R Is it OK if we change our plans a bit this week? J Er…sure.

Requests: asking someone to do something

3 R Can you pass the sugar? J Sure. 4 R Could you do me a big favour? I have to work late this evening, so…would you mind meeting him at the airport? J Not at all. I’d like to meet him. 5 R And do you think you could take him to my flat? I’ll give you the keys. J No problem, Rob.

d Tell Sts to focus on the highlighted phrases in c and answer questions 1 and 2. Get Sts to compare with a partner, and then check answers. 1 Of course not. / Not at all. 2 Could you…? / Would you mind…?

e e 5.26  Tell Sts to focus on the highlighted phrases in the extracts. They should listen and repeat the phrases, copying the rhythm and intonation. Play the video / audio, pausing for Sts to watch or listen and repeat. e 5.26

See highlighted phrases in Student’s Book on p.84

Then repeat the activity, eliciting responses from individual Sts. f Put Sts in pairs and tell them to practise the conversations in c. Monitor and help, encouraging Sts to pay attention to rhythm and intonation. Make sure they swap roles.

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g Tell Sts to go to Communication Could you do me a favour? on p.179. Go through the instructions with them carefully. Monitor and help. When they have finished, get feedback. Who got the most people to help them? Tell Sts to go back to the main lesson Practical English 3.

3 r PAUL ARRIVES a e 5.27  Focus on the photos and elicit what is happening. Now either tell Sts to close their books, and write the question on the board, or get Sts to focus on the question and cover the rest of the page. Play the video / audio once the whole way through for Sts to watch or listen, and then check answers. Rob is delighted to see him. Jenny seems tired and not very enthusiastic.

d e 5.28  Play the video / audio for Sts to watch or listen and complete the phrases. Check answers. If you know your Sts’ L1, you could get them to translate the phrases. 1  mate  ​2  come  ​3  way  ​4  mind  ​5  days  ​6  about

e 5.28 1 2 3 4 5 6

It’s great to see you, mate. How come you’re so late? No way, man! Rob, I think I’ll go home if you don’t mind. Just like the old days! Rob, we’ve got a lot to talk about!

Now play the video / audio again, pausing after each phrase for Sts to watch or listen and repeat. e Focus on the instructions and make sure Sts understand what they have to do. Get Sts to compare with a partner, and then check answers. A  4  ​B  2  ​C  6  ​D  1  ​E  5  ​F  3

e 5.27

P = Paul, R = Rob, J = Jenny P R P R P R J P J P R P R P R J R P R P

Hey, man! Paul! It’s great to see you, mate. You too, Paul. It’s been years. You haven’t changed at all. Just got better looking! How come you’re so late? Paul’s flight from LA was delayed. And then the traffic coming back was just awful. But that gave us time to get to know each other. Yeah. Paul told me all about his travels. Every detail. And look at this. Your own New York flat. How cool is that? It’s good. Really good. But – do you want something to eat? I got some things on my way home. Stay in? It’s my first night in the Big Apple! Let’s go out and have a pizza or something. I thought you’d be tired after the flight. No way, man! I’m ready for action. Great! I’ll get my jacket. Rob, I think I’ll go home if you don’t mind. I, uh, I’m exhausted. Oh, OK, then. So it’s a boys’ night out! Just like the old days! And after the pizza, we can go on somewhere else. Rob, we’ve got a lot to talk about!

Now put Sts in pairs and get them to practise the conversations. Finally, focus on the CAN YOU…? questions and ask Sts if they feel confident they can now do these things. If they feel that they need more practice, tell them to go to Online Practice to watch the episode again and practise the language.

b Focus on the instructions and on sentences 1–6. Give Sts time to read them. Now play the video / audio again the whole way through and get Sts to circle the correct answer. Get Sts to compare with a partner, and then check answers. 1  hasn’t changed much   ​2  late  ​3  talked a lot about himself   ​ 4  eating in   ​5  full of energy   ​6  doesn’t feel like EXTRA SUPPORT   If there’s time and you are using the video, you could get Sts to watch again with subtitles, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases.

c Focus on the Social English phrases. In pairs, get Sts to see if they can remember any of the missing words. EXTRA CHALLENGE  

In pairs, get Sts to complete the phrases

before they listen.

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6A Behind the scenes G   passive (all tenses) V   cinema P   regular and irregular past participles

Lesson plan The topic of this lesson is the cinema. The lesson begins with a reading text about working as an extra in a film. This provides the context for revision and extension of the passive forms, and past participles are then focused on in Pronunciation. In the second half of the lesson, cinema vocabulary is presented, and then Sts listen to the true story of a young Polish student who, by chance (and because of her excellent English), got to work for a world-famous film director. Film language is then put into practice in a questionnaire where Sts talk about their own cinema preferences and experiences. Finally, in Writing, Sts write a description of a film they would recommend.

More materials for speakers of Spanish For teachers on Oxford Premium Photocopiables Grammar  passive (all tenses) Communicative  Film quiz Vocabulary Cinema For students Workbook 6A Online Practice  6A Plus extra Vocabulary, Pronunciation, and Listening for speakers of Spanish: cinema; /wəz/ and /wə/ in passive sentences; Making it in Hollywood Grammar and Vocabulary Pocket Book OPTIONAL LEAD-IN (BOOKS CLOSED)   Write the following questions on the board: WHEN WAS THE LAST TIME YOU WENT TO THE CINEMA? WHAT DO YOU THINK ARE THE ADVANTAGES OF SEEING A FILM IN THE CINEMA RATHER THAN ON A DEVICE OR A TV? DO YOU THINK CINEMAS WILL STILL EXIST IN TEN YEARS’ TIME?

Get Sts to ask and answer the questions in pairs. Get some feedback from various pairs.

1 READING  understanding the main point in a

paragraph

a Books open. Focus on the definition and photos as a class, making sure Sts understand what an extra is. Now put Sts in pairs and get them to think of three negative things about being an extra. Elicit some ideas and write them on the board. b Tell Sts to read the article and find out if their ideas from a are mentioned. Check answers. EXTRA SUPPORT   Before Sts read the article the first time, check whether you need to pre-teach any vocabulary.

Days can be very long, and extras spend a lot of time waiting. They have to repeat scenes many times. They have to work in all kinds of weather, often in unsuitable clothes. They can’t use phones on set. They aren’t well paid.

c Tell Sts to read the article again and complete the headings with words from the list. Make sure they understand all the lexis in the list before they start. Get Sts to compare with a partner, and then check answers. 1  patient  ​2  miming  ​3  weather  ​4  secrets  ​5  expensive  ​ 6  real  ​7  ordinary

d Tell Sts to cover the article. Go through questions 1–7, making sure they understand all the lexis. Now put Sts in pairs and tell them to answer the questions together from memory. When they have finished, they should check their answers in the article. Check answers. 1 They read or play cards. 2 They had to pretend to clap and cheer, but in silence. 3 The snow is real if you can see the breath coming out of people’s mouths. 4 She took a photo of the set and posted it online. She’s never been employed as an extra again. 5 Because extras are paid less than in Britain. 6 Because they look more real than digital extras, and can be stored and reused. 7 They look at the extras to see who’s doing things right or wrong.

Deal with any other new vocabulary. Model and drill the pronunciation of any tricky words. e Do this as a whole-class activity. Then, with a show of hands, find out how many Sts would like to be an extra. Ask a few Sts why, and then find out from others why they wouldn’t want to be an extra.

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2 GRAMMAR  passive (all tenses) a Either put Sts in pairs or do this as a whole-class activity. If Sts worked in pairs, check answers. 1  present simple   ​2  past continuous   ​3  past simple   ​ 4  present continuous   ​5  infinitive  ​6  present perfect

b Tell Sts to go to Grammar Bank 6A on p.214.

Grammar notes If your Sts previously used English File A2/B1, they will already have had an introduction to the passive, although only in the present and past tenses. The form of the passive (be + participle) is quite straightforward, and the easiest way to approach this grammar point is to emphasize that there are two ways of saying the same thing (active and passive), but with a different emphasis or focus. Depending on your Sts’ L1, it may be worth pointing out that we often use the passive in sentences like These cars are made in Korea, Rice is grown in this area, where some languages use an impersonal subject. Some contrasting with their L1 may help Sts to see when to use the passive. Some typical mistakes include: • using the active instead of the passive, e.g. The tickets sell at a newsagent’s. • problems of form, e.g. leaving out the verb be or not using the participle correctly • thinking they always have to use by (somebody) when they make a passive sentence Focus on the example sentences and play audio e 6.1 for Sts to listen and repeat. Encourage them to copy the rhythm. Then go through the rules with the class. Now focus on the exercises and get Sts to do them individually or in pairs. Check answers, getting Sts to read the full sentences. a 1  are being made   ​2  inspired  ​3  hasn’t been inhabited   ​ 4  is set   ​5  will be shot   ​6  aren’t recording   ​7  wasn’t being used  ​8  has transformed   ​9  hadn’t owned   ​10  was taken b 1 A lot of foreign films are subtitled. 2 Love in the Time of Cholera was written by García Márquez in 1985. 3 My laptop is being repaired at the moment. 4 The DVD of the film hasn’t been released yet. 5 The film won’t be finished until the spring. 6 The tickets have to be collected from the box office. 7 The actor hadn’t been told about the changes in the script. 8 La La Land was directed by Damien Chazelle. 9 The soundtrack has already been recorded. 10 The director was being interviewed about the film.

Tell Sts to go back to the main lesson 6A. EXTRA SUPPORT   If you think Sts need more practice, you may want to give them the Grammar photocopiable activity at this point. FOR SPEAKERS OF SPANISH   Online Practice Pronunciation: /wəz/ and /wə/ in passive sentences FOR SPEAKERS OF SPANISH  

Pocket Book Grammar: passive

3 PRONUNCIATION  regular and irregular past participles

Pronunciation notes Regular participles You could remind Sts that the pronunciation of regular past participles is the same as the regular past simple. There are three pronunciations of -ed: 1 -ed is pronounced /t/ after verbs ending in unvoiced sounds, e.g. /k/ looked, /p/ hoped, /f/ laughed 2 -ed is pronounced /d/ after verbs ending in voiced sounds, e.g. /v/ arrived, /dʒ/ changed, /l/ failed 3 -ed is pronounced /ɪd/ after verbs ending in /t/ hated or /d/ decided The most important of these three sounds for Sts to get correct is the third. If Sts mix up the first two sounds, it’s unlikely to cause problems with understanding, but you may want to focus on accurate pronunciation with your Sts. If you do, it will be helpful to explain the difference between voiced and unvoiced sounds. Voiced sounds are made in the throat by vibrating the vocal chords. You can demonstrate this by getting Sts to hold their hand against their throat – they should feel a vibration when making a voiced sound. Unvoiced sounds have no vibration. Irregular participles The pronunciation of irregular past participles can be difficult for Sts because they show many of the irregularities associated with sound–spelling relationships in English. Encourage Sts to be sure they know how to pronounce irregular participles when they learn them – this is especially important, as many of the most common verbs in English are irregular. a Focus on the instructions and elicit all nine words and sounds: dog /d/, tie /t/, horse /ɔː/, etc. Point out to Sts that all the words in the nine groups are past participles. They must find the groups in which all the pink letters are the same sound and circle the words with different sounds. Remind Sts that this kind of exercise is easier if they say the words aloud to themselves. EXTRA SUPPORT  

Get Sts to work in pairs.

b e 6.2  Play the audio, pausing after each group of words, for Sts to listen and check. Check answers by asking Sts if all the sounds in a group are the same, and if not, which word they circled. 1  recorded  ​2  directed  ​3  f  ​4  done  ​ 5  forgotten  ​6  f  ​ 7  fallen  ​8  put  ​9  f

e 6.2

See sounds and words in Student’s Book on p.95

Now ask Sts what the sounds are in the past participles that they circled. 1  recorded = /ɪd/  ​2  directed = /ɪd/  ​4  done = /ʌ/  ​ 5  forgotten = /ɒ/  ​7  fallen = /ɔː/  ​8  put = /ʊ/ EXTRA SUPPORT   Play the audio again, pausing after each group of words, and elicit the sound of the circled past participle.

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Finally, play the audio again, pausing after each group of words for Sts to listen and repeat. c e 6.3  Focus on the instructions and the example. Make sure Sts understand that they must keep the same tense, but change the sentence to the passive tense. Play the audio, pausing after each sentence for Sts to listen and form the passive. e 6.3

1 They shot the film in Poland. The film (pause) The film was shot in Poland. 2 They speak English here. English (pause) English is spoken here. 3 They didn’t employ me. I (pause) I wasn’t employed. 4 He wrote his first book when he was twenty. His first book (pause) His first book was written when he was twenty. 5 They do the work by hand. The work (pause) The work is done by hand. 6 He drew this picture in the fifteenth century. This picture (pause) This picture was drawn in the fifteenth century. 7 They record the music in a studio. The music (pause) The music is recorded in a studio. 8 They don’t use this office any more. This office (pause) This office isn’t used any more.

Then repeat the activity, eliciting the passives from individual Sts.

e 6.4

Cinema 1 Kinds of film

5 3 12 1 11 6 2 10 9 7 4 8

an action film an animation a comedy a drama a historical film a horror film a musical a rom-com a science fiction film a thriller a war film a western

Now either use the audio to drill the pronunciation of the words, or model and drill them yourself. Give further practice of any words your Sts find difficult to pronounce. Now focus on Activation and get Sts, in pairs, to name a film for each kind of film in a. Elicit answers from the class, making sure Sts pronounce the film types correctly. Now ask a few Sts what kinds of film they like and dislike, and why.

4 VOCABULARY cinema

EXTRA IDEA  

a Focus on the task and answer the question as a whole class.

EXCITING  FUNNY  MOVING  SCARY  VIOLENT

1 a scene = part of a film in which the action happens in one place 2 on set = in the place where a film is being made / filmed 3 shot = filmed 4 epic = a long film that contains a lot of action, usually with a historical setting

First, check Sts know the meaning of the adjectives. Then model and drill their pronunciation. Put Sts in pairs and get them to match the kinds of film in a to the adjectives. Elicit some answers. exciting: a science fiction film, an action film, a horror film, a thriller, a war film, a western funny: an animation, a comedy, a musical moving: a drama, a historical film, a war film scary: an action film, a horror film, a thriller violent: an action film, a historical film, a horror film, a thriller, a war film, a western

b Tell Sts to go to Vocabulary Bank Cinema on p.231.

Vocabulary notes You could tell Sts that film and movie mean the same thing, but movie is more common in American English. Kinds of film You might want to tell Sts that nowadays a lot of people simply say a sci-fi (film) instead of science fiction film. Remind Sts also of an epic (just taught in a). People and things You may also want to teach a prequel (a film set before another film, e.g. The Force Awakens is a prequel to the main Star Wars films). Verbs and verb phrases Elicit / Explain the meaning of the phrase be on (= being shown on TV or at the cinema), e.g. What’s on TV tonight? What’s on at the cinema at the moment? Focus on 1 Kinds of film and get Sts to do a individually, in pairs, or in small groups. e 6.4  Now do b. Play the audio for Sts to listen and check. Check answers.

Write these adjectives on the board:

Now focus on 2 People and things and get Sts to do a individually or in pairs. e 6.5  Now do b. Play the audio for Sts to listen and check. Check answers. e 6.5

2 People and things 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

cast – all the people who act in a film star – the most important actor in a film soundtrack – the music of a film plot – the story of a film scene – a part of a film which happens in one place audience – the people who watch a film in a cinema sequel – a film which continues the story of an earlier film special effects – images often created by a computer trailer – a series of short scenes from a film, shown in advance to advertise it script – the words of a film extra – a person who is employed to play a very small part in a film, usually as a member of a crowd subtitles – the translation of the dialogue of a film on screen review – an article which gives an opinion about a new film set – the place where a film is being shot; the scenery used for a film or play critic – a person who writes film reviews for the press

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Now either use the audio to drill the pronunciation of the words, or model and drill them yourself. Give further practice of any words your Sts find difficult to pronounce. EXTRA SUPPORT   Tell Sts to cover the definitions and look at the words to see if they can remember the meanings.

Finally, focus on 3 Verbs and verb phrases and get Sts to do a individually or in pairs. e 6.6  Now do b. Play the audio for Sts to listen and check. Check answers. e 6.6

3 Verbs and verb phrases 1 2 3 4 5 6

E is based on means ‘an adaptation of a true story’. A is set in means ‘is situated in that place, at that time’. B is directed by means ‘he is the director’. C plays the part of means ‘this is his role in the film’. F was shot on location means ‘was filmed outside the studio’. D is dubbed means ‘the words are spoken in a different language by foreign actors’.

Now, in Activation, tell Sts to cover sentences 1–6 and look at A–F to see if they can remember the verbs and verb phrases. They should try to think of another film for each sentence. Tell Sts to go back to the main lesson 6A. EXTRA SUPPORT   If you think Sts need more practice, you may want to give them the Vocabulary photocopiable activity at this point.

c Put Sts in pairs and get them to discuss the difference between the pairs of words in 1–7. Check answers. 1 2 3 4 5 6 7

a plot = the story of a film a script = the words of a film a horror film = a film that is designed to frighten people a thriller = a film with an exciting story, especially one about crime a musical = a film in which part or all of the story is told using songs and often dancing a soundtrack = the music from a film that people can buy the cast = all the people who act in a film the stars = the most important actors in a film a dubbed film = a film where the actors’ voices have been replaced by foreign actors’ voices a film with subtitles = a film where the actors’ words are translated into a different language and appear on the screen (the voices stay the same) the set of a film = the place where a film is being shot the film was set in… = the story of the film was situated in that place and at that time a critic = a person who writes about films, books, restaurants, etc. (for the press) a review = an article which gives an opinion about a film, a book, a restaurant, etc.

FOR SPEAKERS OF SPANISH  

Online Practice Vocabulary:

cinema FOR SPEAKERS OF SPANISH  

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5 LISTENING  listening for content words a Focus on the instructions. You could do this as a wholeclass activity, or get Sts to read about the film and then, in pairs, Sts answer the questions. Find out, with a show of hands, how many Sts have seen Schindler’s List. Then ask individual Sts if they liked it. Now ask some of the Sts who haven’t seen the film if they would like to see it. Finally, ask the class if they have seen any other Spielberg films and what they thought of them. Possible answers E.T. the Extra-Terrestrial, Jurassic Park, Saving Private Ryan, Minority Report, Indiana Jones and the Kingdom of the Crystal Skull, War Horse, Lincoln, Bridge of Spies, The BFG, The Post, Ready Player One

b e 6.7  Focus Sts’ attention on the photos and the task. Get Sts to quickly discuss the questions in pairs. Elicit some ideas, but don’t tell Sts if they are correct at this stage. This interview is with a Polish woman, Dagmara, who became Steven Spielberg’s interpreter when he was making the film Schindler’s List. Play Part 1 of the interview for Sts to listen and check. Check answers. You could tell Sts that the music they heard at the beginning of the audio is from the soundtrack of the film Schindler’s List. EXTRA SUPPORT   Read through the scripts and decide if you need to pre-teach any new lexis before Sts listen.

They were on the set of Schindler’s List. Dagmara was interpreting for Spielberg.

e 6.7

(script in Student’s Book on p.200)

I = interviewer, D = Dagmara

Part 1 I So tell me, how did you get involved in the film, Dagmara? D Well, as you probably know, Schindler’s List was shot in Krakow, in Poland, which is where I live. I was a university student at the time, studying English. And the film company set up their production office here three months before they started shooting the film, and I got a job there as a production assistant, preparing and translating documents and the script. I But how did you get the job as Steven Spielberg’s interpreter? D It was a complete coincidence. Just before the shooting started, there was a big party in one of the hotels in Krakow for all the actors and the film crew, and I was invited, too. When I arrived at the party, the Polish producer of the film came up to me and said, ‘The woman who was going to interpret for Steven Spielberg can’t come, so we need you to interpret his opening speech.’ I How did you feel about that? D I couldn’t believe it! I was just a student – I had no experience of interpreting – and now I was going to speak in front of hundreds of people. I was so nervous that I drank a couple glasses of champagne to give myself courage. I must have done a pretty good job, though, because soon afterwards Spielberg came up to me to say thank you, and then he said, ‘I’d like you to be my interpreter for the whole film.’ I was so stunned I had to pinch myself to believe that this was happening to me.

Pocket Book Vocabulary: cinema

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c Tell Sts they are now going to listen to the first part of the interview again and they must mark the sentences T (true) or F (false). Give them time to read 1–6. Remind them to correct the false ones. Play the audio once the whole way through. Get Sts to compare with a partner, and then play the audio again if necessary. Check answers. 1 2 3 4 5 6

F (She was a student.) T F (It was a party for all the actors and the crew.) F (The interpreter couldn’t come.) F (She drank a couple of glasses.) T

EXTRA SUPPORT   You could get Sts to listen again with the script on p.200, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases.

d e 6.8  Focus on the Making notes box and go through it with the class. Now tell Sts they are going to listen to three extracts from Part 2 of the interview and they must complete the gaps. Give Sts time to read 1–3. Play the audio, pausing after each extract to give Sts time to write. Get Sts to compare with a partner, and then play the audio again if necessary. Check answers. e 6.8

1 I had to go to the film set every day and translate Spielberg’s instructions to the Polish actors, and also to the extras. 2 It was really exciting, and I often felt as if I was a director myself. 3 The worst thing was when we had to shoot a scene again and again because Spielberg thought it wasn’t exactly right.

e e 6.9  Tell Sts they are now going to listen to the whole of Part 2 of the interview. They need to listen and make notes for questions 1–6. Give Sts time to read the six questions, and make sure they understand them. Remind them that they need to write key words and not full sentences. Play the audio once the whole way through. e 6.9

(script in Student’s Book on p.200) Part 2 I So what exactly did you have to do? D I had to go to the film set every day and translate Spielberg’s instructions to the Polish actors, and also to the extras. I had to make them understand what he wanted them to do. It was really exciting, and I often felt as if I was a director myself. I So was it a difficult job? D Sometimes it was really hard. The worst thing was when we had to shoot a scene again and again because Spielberg thought it wasn’t exactly right. Some scenes were repeated as many as sixteen times – and then sometimes I would think that maybe it was my fault – that I hadn’t translated properly what he wanted, so I’d get really nervous. I remember one scene with lots of actors in it which we just couldn’t get right, and Spielberg started shouting at me because he was stressed. Eventually we got it right, and then he apologized and I cried a little, because I was also very stressed – and after that, it was all right again.

I So, was Spielberg difficult to work with? D Not at all. I mean, he was very demanding – I had to do my best every day – but he was really nice to me. I felt he treated me like a daughter. For instance, he was always making sure that I wasn’t cold – it was freezing on the set most of the time – and he would make sure that I had a warm coat and gloves and things. I Did you ever get to be an extra? D Yes, twice! I was going to be in two party scenes, and I got to wear beautiful long dresses and high heels. Unfortunately, one scene didn’t make it to the final cut of the film, and before we started shooting the other one, I tripped walking down some stairs and twisted my ankle really badly. I was in so much pain that I couldn’t take part in the filming. And that was the end of my ‘acting career’. I still have the photos of me looking like a girl from the forties, though! I Have you ever worked with Spielberg again? D Yes. A year later he invited me to interpret for him again, this time during the premiere of Schindler’s List in Poland, which was broadcast live on national television! Before that, he had also asked me to come to work as a production assistant on his next movie in Hollywood. I was very tempted and thought really hard about it, but I hadn’t finished my studies yet, and all my family and friends were in Poland – so in the end, I decided not to go. I Do you regret it? D Not at all. I had my moment, and it was unforgettable, but that was it!

f Get Sts to compare with a partner, and then play the audio again. EXTRA SUPPORT   Elicit the key words before Sts answer the questions in full in g.

Possible key words

1 16 times; think, my fault, nervous 2 stressed; apologized; cried a little; all right again 3 demanding; really nice, like a daughter; freezing on set; warm coat, gloves 4 party scenes; one scene, didn’t make final cut; other scene, tripped, twisted ankle, in pain 5 interpret, premiere, Schindler’s List, Poland 6 work, production assistant, next movie, Hollywood; not at all

g Now put Sts in pairs and get them to answer questions 1–6 in e with full sentences, using their notes. Check answers. 1 Some scenes were repeated 16 times. It made Dagmara think it was her fault and it made her nervous. 2 He was stressed. He apologized; she cried a little; all was right again. 3 He was demanding; he was really nice, he treated her like a daughter; it was freezing on set; he made sure she had a warm coat and gloves. 4 Two party scenes; one scene didn’t make the final cut, and before the other scene, she tripped, twisted her ankle, and was in pain. 5 Yes, she interpreted at the premiere of Schindler’s List in Poland. 6 He offered her work as his production assistant for his next movie in Hollywood. No, not at all EXTRA SUPPORT  

If there’s time, you could get Sts to listen again with the scripts on p.200, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases. h Finally, do the questions as a whole-class activity. FOR SPEAKERS OF SPANISH  

Online Practice Listening:

Making it in Hollywood

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6 SPEAKING a Focus on the cinema interview and quickly go through the questions. Give Sts time to think about what they are going to say. b MEDIATION ACTIVITY   Put Sts in pairs and tell them to take turns to interview each other to find out if they have similar tastes. Emphasize that they should give and ask for as much information as they can. Get some feedback. EXTRA IDEA   If there’s time, you could get the class to interview you.

7 WRITING  a film review Tell Sts to go to Writing A film review on p.191. a Focus on the film title and, with a show of hands, find out how many Sts have seen it. Don’t ask any questions about the film or Sts’ opinions, as they will be doing this later. Then elicit / explain the meaning of classic in the title (= something that is accepted as being of very high quality and one of the best of its kind). Now tell Sts to read the film description and complete the gaps with the words in the list. Check answers. 1  directed  ​2  stars  ​3  nominated  ​4  set  ​5  filmed  ​ 6  recommend  ​7  action  ​8  soundtrack  ​9  special effects

b Tell Sts to read the description again, paying particular attention to layout. They must number the paragraphs 1–4 in the order in which they appear. Check answers. Paragraph 1 the name of the film, the director, the stars, and any prizes it won Paragraph 2  where and when it is set, where it was filmed Paragraph 3  the plot Paragraph 4  why you recommend the film

c Do this as a whole-class activity. The present simple

d In pairs, get Sts to answer the questions. Get some feedback. If possible, ask at least one student who has seen the film and another who hasn’t. e Focus on the Describing a film box and go through it with the class. Now tell Sts they are going to write a similar film description for a film they would recommend. They should write four paragraphs, as in the model, and use the language in the Describing a film box and the Vocabulary Bank Cinema to help them. You may like to get Sts to do the writing in class, or you could set it as homework. If you do it in class, set a time limit for Sts to write their description, e.g. 15–20 minutes. f Sts should check their work for mistakes before giving it in.

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6A

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6B Every picture tells a story 1 READING & SPEAKING understanding

G   modals of deduction: might, can’t, must V   the body P  diphthongs

humour

Lesson plan The overall topic of this lesson is the image that people give of themselves to the world, both on social media and in person, and how we tend to judge people at first sight, according to their appearance. The lesson begins with a light-hearted article about what people’s profile photos on social networking sites say about them. This is followed by a short speaking activity with Sts interpreting their own profile photo and those of friends and family. This leads to the grammar of modals of deduction, which is presented through a conversation about a photo. In the second half of the lesson, Vocabulary focuses on the body and verbs related to parts of the body, like touch and point. Pronunciation looks at diphthongs (combinations of two vowel sounds). In Reading and Listening, Sts read an article about a journalist who met a charisma coach, and then they listen to what happened when the coach followed the journalist for a couple of days, and the tips he gave him. The lesson finishes with a video about a personal stylist.

More materials for speakers of Spanish For teachers on Oxford Premium Photocopiables Grammar  modals of deduction: might / may, can’t, must Communicative  Who do you think they might be? Vocabulary  The body Resources Video  A day with a personal stylist For students Workbook 6B Online Practice  6B Plus extra Vocabulary and Pronunciation for speakers of Spanish: more parts of the body; /ɪ/, /iː/, and /eɪ/ Grammar and Vocabulary Pocket Book OPTIONAL LEAD-IN (BOOKS CLOSED)  

Revise the difference between look and look like by asking Sts to complete these sentences with the correct form of either verb: 1 DO YOU 2 YOU 3 YOUR GRANDMOTHER SHE DOESN’T 4 JACK

YOUR MOTHER OR YOUR FATHER?

EXTRA SUPPORT   Before Sts read the article the first time, check whether you need to pre-teach any vocabulary.

2 and 3

c Tell Sts they are now going to read some positive reasons for choosing each type of profile photo. They must match reasons 1–8 to the photo types. Give Sts time to read the headings again and complete the task. Get Sts to compare with a partner, and then check answers. 1  C  2  A  3  E  4  H  5  F  6  G  7  D  8  B

Deal with any other new vocabulary. Model and drill the pronunciation of any tricky words. d MEDIATION ACTIVITY   Put Sts in pairs and get them to discuss the questions. Get some feedback from various pairs. If you have a profile photo, you could tell Sts which type you are and whether you agree with either of the interpretations. EXTRA IDEA   Get Sts to use their phones to look at the profile photos of family members or friends. This will help them to discuss the last question.

2 GRAMMAR  modals of deduction a e 6.10  Focus on the instructions, and give Sts time to read the conversation and look at the photo. Play the audio for Sts to listen and complete the gaps. Check answers. 1  must  2  might  3  can’t  4  could

VERY TIRED. ARE YOU OK? VERY YOUNG FOR HER AGE. 70! A RUGBY PLAYER – HE’S ENORMOUS.

5 ‘WHAT MARK’S WIFE ‘SHE’S QUITE TALL, WITH VERY LONG, DARK HAIR.’

?’

1  look like   ​2  look  ​3  looks, look   ​4  looks like   ​ 5  does…look like

Ask Sts if they can remember the grammatical difference between look and look like (look is followed by an adjective, and look like by a noun).

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a Books open. Focus on the questions and make sure Sts understand them, especially profile photo. Put Sts in pairs and get them to answer the three questions. Get some feedback. b Focus on the instructions and the photos, and elicit Sts’ opinions as to why the people have chosen these photos. Focus on statements 1–3 and make sure Sts can remember the meaning of rude. Now give Sts time to read the article and find out which two statements are true. Check answers.

e 6.10 A B A B

I love your profile picture. How old are you in the photo? I must be about five or six. Definitely not more than that. Where are you? Do you know, I can’t remember. It might be the south of France. My grandmother had a house near Montpellier, so we sometimes spent the summer there. A It can’t be the south of France – not in summer. You’re wearing boots and a sweater! And it doesn’t look like a Mediterranean beach. B No, you’re right. It could be Scotland, then. We sometimes went there.

6B

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EXTRA SUPPORT   Write the missing words in random order on the board, e.g. CAN’T, COULD, MIGHT, MUST.

Elicit some deductions about each photo, but don’t tell Sts if they are correct.

b Focus on the task and point out that the first one (might) has been done for Sts. Get them to answer the questions either individually or in pairs. Check answers.

EXTRA SUPPORT   Focus on the first photo and make the deductions as a whole-class activity.

1  could  2  must  3  can’t

c Tell Sts to go to Grammar Bank 6B on p.215.

Grammar notes Sts are already familiar with these modal verbs in other contexts, e.g. may / might to express a possibility (e.g. I might go), must for obligation (e.g. You must wear a seat belt), and can’t for permission (e.g. You can’t take photos in the museum). Here the same modal verbs are used in a different way to speculate and make deductions. Although these verbs are used with be in the presentation, they can be used with any verb, e.g. She must have a lot of money, as she wears very expensive clothes. The most typical mistakes include: • using mustn’t instead of can’t for something that’s impossible, e.g. It mustn’t be true. • using can instead of might / may for a possibility, e.g. I think he’s speaking Spanish, so he can be Spanish or South American.

e Tell Sts to go to Communication Judging by appearances on p.179 to check their guesses. Sts read the information and then, in pairs, tell each other what they think, e.g. whether they are surprised. Get some feedback from the class. Tell Sts to go back to the main lesson 6B. FOR SPEAKERS OF SPANISH   Pocket Book Grammar: modals of deduction: might, can't, must

3 VOCABULARY  the body a This exercise revises the basic language of physical appearance, which Sts learned in English File A2/B1. Tell Sts to focus on the three photos and answer the questions. Check answers. You could remind Sts that thin and slim are both the opposite of fat, but slim means thin in an attractive way. 1  C  2  B  3  A  4  C  5  A  6  B

b Tell Sts to go to Vocabulary Bank The body on p.232.

Vocabulary notes

Focus on the example sentences and play audio e 6.11, e 6.12 and e 6.13 for Sts to listen and repeat. Encourage them to copy the rhythm. Then go through the rules with the class. Now focus on the exercises and get Sts to do them individually or in pairs. Check answers, getting Sts to read the full sentences. a 1  I  2  J  3  A  4  C  5  H  6  B  7  F  8  E  9  G b 1 Yes, my nephew. I don’t know his salary, but he must earn a fortune! 2 I’m not sure. She might not like it. It’s a bit short for her. 3 She must speak a lot of languages to work there. 4 Poor Andy. He can’t be very happy about that. 5 I’m not sure. I suppose they might be on holiday. 6 She must be ill. She called to say that she was going to the doctor’s. 7 You might not recognize her – she’s lost a lot of weight. 8 She can’t be working very hard. 9 I’m not sure, but she might have a new partner. 10 I don’t know, but he can’t live near the office because he commutes every day by train.

Tell Sts to go back to the main lesson 6B. EXTRA SUPPORT   If you think Sts need more practice, you may want to give them the Grammar photocopiable activity at this point.

d Focus on the instructions and the photos, and make sure Sts understand what they have to do. Point out that they don’t have to use all the phrases in the list – they should just choose the ones they want, and they can use them more than once. Give Sts time to make deductions orally or to write them. 86

Parts of the body Highlight the difference between fingers and toes – in some languages, the same word is used for both. Verbs related to the body All the verbs are regular except for bite (bite /baɪt/, bit /bɪt/, bitten /ˈbɪtən/). You may want to point out that smell can be regular or irregular (smelled or smelt). Focus on 1 Parts of the body and get Sts to do a individually or in pairs. e 6.14  Now do b. Play the audio for Sts to listen and check. Check answers. e 6.14

The body 1 Parts of the body

6 8 21 16 13 9 7 14 5 2 19 17 20 1 4 18 12 10 11 22 3 15

arms back chin ears eyes face feet fingers hands head knees legs lips mouth neck nose shoulders stomach teeth thumb toes tongue

6B

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Now either use the audio to drill the pronunciation of the words, or model and drill them yourself. Give further practice of any words your Sts find difficult to pronounce. Highlight the irregular pronunciations of stomach /ˈstʌmək/ and tongue /tʌŋ/, and the silent k in knees.

4 PRONUNCIATION diphthongs Pronunciation notes Diphthongs consist of two short vowel sounds which are combined to make one longer sound. The most common problem for Sts is that they may not make the sound long enough, or may pronounce it as just one sound.

EXTRA SUPPORT   Get Sts to cover the words, look at the photos, and test themselves or a partner.

Focus on Activation and put Sts in pairs, A and B. Sts A point to a part of their body for Sts B to name. Make sure they swap roles. Finally, focus on the Possessive pronouns with parts of the body box and go through it with the class. Now focus on 2 Verbs related to the body and get Sts to do a individually or in pairs. Remind them to put the verb in the correct form. e 6.15  Now do b. Play the audio for Sts to listen and check. Check answers.

1 2 3 4 5

e 6.15

EXTRA SUPPORT  First, play the audio for Sts just to listen to

2 Verbs related to the body

1 Don’t be frightened of the dog. He won’t bite. 2 Jason kicked the ball too hard and it went over the wall into the next garden. 3 Mmm! Something smells delicious! Are you making a cake? 4 The stranger stared at me for a long time, but he didn’t say anything. 5 Can you taste the sauce? I’m not sure if it needs more salt. 6 My dog always comes back when I whistle. 7 Don’t touch the oven door! It’s really hot. 8 The audience clapped when I finished singing. 9 The teacher suddenly pointed at me and said, ‘What’s the answer?’ I hadn’t even heard the question! 10 He’s a very serious person – he never smiles. 11 Everybody nodded in agreement when I explained my idea.

Now either use the audio to drill the pronunciation of the sentences, or model and drill them yourself. Give further practice of any words your Sts find difficult to pronounce. Point out the silent t in whistle. Now elicit which parts of the body you use for each verb.

a e 6.17  Focus on the Diphthongs box and go through it with the class. Now play the audio for Sts to listen and repeat the five words and sounds. e 6.17

bike /aɪ/ train /eɪ/ phone /əʊ/ owl /aʊ/ chair /eə/

the five words and sounds. Then play it again, pausing for them to listen and repeat. Then repeat the activity, eliciting responses from individual Sts. b In pairs or individually, Sts put the words in the list in the correct columns in a. This exercise recycles words from Vocabulary Bank The body which have diphthongs. c e 6.18  Play the audio for Sts to listen and check. Check answers. e 6.18 1 2 3 4 5

bike /aɪ/  bite, eyes, smile train /eɪ/  face, taste phone /əʊ/  nose, shoulders, throw, toes owl /aʊ/  mouth chair /eə/  hair, stare

Tell Sts to go back to the main lesson 6B.

Then play the audio again, pausing after each group of words for Sts to listen and repeat. Now focus on the six phrases and elicit / explain what a Roman nose is (= a nose with a bump at the top). In pairs, Sts now practise saying the phrases. Get individual Sts to say them.

EXTRA SUPPORT   If you think Sts need more practice, you may want to give them the Vocabulary photocopiable activity at this point.

EXTRA SUPPORT   Read each phrase first and get Sts to repeat after you. Then put Sts in pairs and get them to practise saying the phrases.

c e 6.16  Tell Sts they are going to hear some instructions and they must act out what they are told to do. Play the audio for Sts to listen and follow the instructions.

d Put Sts in pairs and get them to do the quiz. Then put two pairs together and get them to compare answers. Check answers.

bite: teeth  ​clap: hands  ​kick: feet  ​nod: head  ​ point: finger  ​smell: nose  ​smile: mouth / lips   ​stare: eyes  ​ taste: mouth / tongue   ​touch: hands  ​whistle: lips

e 6.16

Clap your hands. Stare at the person next to you. Point at the board. Nod your head. Whistle a tune. Touch your chair. Smile. FOR SPEAKERS OF SPANISH  

Online Practice Vocabulary:

more parts of the body FOR SPEAKERS OF SPANISH  

the body

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Pocket Book Vocabulary:

1 You wear a ring on your fingers / thumb; you wear gloves on your hands; you wear socks on your feet; you wear a cap on your head. 2 Ballet dancers stand on their toes. 3 Footballers often injure their legs / feet / knees. 4 Women put make-up on their face, neck, lips, and eyes. 5 People brush their hair and teeth. 6 People carry a rucksack on their back / shoulders. FOR SPEAKERS OF SPANISH  

Online Practice Pronunciation:

/ɪ/, /iː/, and /eɪ/

6B

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5 READING & LISTENING  checking assumptions a Read the definition of charisma as a class and make sure Sts understand it. Model and drill the pronunciation /kəˈrɪzmə/. Find out if Sts know any public figures who they think have charisma. b Focus on the instructions and make sure Sts know what the two jobs are. Elicit from the class who they think is who and why. Point out to Sts that Danish is an Indian name and is pronounced /dɑːnɪʃ/. c Before Sts read the article, you could focus on the title, Can you learn how to be charismatic?, and point out that charismatic is the adjective and is pronounced /kærɪzˈmætɪk/. Model and drill its pronunciation. Tell Sts to read the article to find the answer to b and then to answer questions 1–4. Check answers. EXTRA SUPPORT   Before Sts read the article, check whether you need to pre-teach any vocabulary.

The charisma coach is Danish Sheikh. 1 He’s worked with Microsoft, Yahoo, and the BBC. 2 Yes – he charges £150 an hour, and plenty of people are paying. 3 He followed Colin everywhere and watched how he behaved, because Colin is going to be his student. 4 He can’t make conversation, he has negative body language, he doesn’t smile enough, and he seems bored when he’s talking to people.

Deal with any other new vocabulary. Model and drill the pronunciation of any tricky words. d Focus on the instructions and tell Sts, in pairs, to tick the things they think a charismatic person does. Elicit from various pairs what they have ticked. e e 6.19  Tell Sts they are going to listen to Colin talking about what he learns and they must check their answers to d. Now play the audio once the whole way through. Get Sts to compare answers with a partner. Play the audio again if necessary, and then check answers. EXTRA SUPPORT   Read through the scripts and decide if you need to pre-teach any new lexis before Sts listen.

A person with charisma does 1, 2, 5, 6, 7, and 10.

e 6.19

(script in Student’s Book on pp.200–201) Danish Sheikh tells me that people with charisma do two basic things. They project their own personality, but at the same time, they also make other people feel important. Sheikh’s lessons are designed to help me to do both of these things, and in the next forty-eight hours I learn a lot. Projecting your own personality is difficult to learn. Nobody likes people who talk about how fantastic they are, but nobody remembers people who don’t say anything about themselves. Sheikh says the solution is to talk about yourself enough, but not too much. People with charisma also feel confident. Sheikh gives me advice to help me feel more confident, for example, before I walk into a meeting or a party. He tells me to remember a time in the past when I was successful. This positive memory will stop me from feeling afraid or anxious.

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Body language is also important. We practise it together, including how to stand like a gorilla, with your feet apart and your arms wide – this shows that you’re an important person. Sheikh also tells me how to enter a room. You have to have your chin up and your shoulders back. He tells me to make eye contact with the people I’m talking to, but not for too long – maximum four seconds – it’s important not to stare. We also study hand gestures – you shouldn’t use them too much. Finally, conversation. I learn that it’s important not to speak too fast or too slowly. You need to vary your speed to keep your listener’s attention. But the most important thing of all is listening carefully. If you show interest in people, it makes them feel special. But if you’re not really listening, the person you’re talking to notices very quickly, so you need to make sure you really concentrate on what they’re saying. At the end of the two days, I have a practical test…

f Tell Sts they are going to listen to Colin again, and this time, they must answer questions 1–4. Play the audio again the whole way through. Get Sts to compare with a partner, and then check answers. 1 Talk about yourself enough, but not too much. 2 Remembering a past success will help you to feel more confident. 3 You have to have your chin up and your shoulders back. 4 The person you’re talking to notices very quickly.

g e 6.20  Focus on the task and tell Sts to listen and complete 1–3. Now play the audio once the whole way through. Get Sts to compare with a partner. Play the audio again if necessary, and then check answers. 1 talk to strangers. 2 giving him advice, e.g. make eye contact, don’t cross your arms, etc. 3 understanding who you really are.

e 6.20

(script in Student’s Book on p.201) At the end of the two days, I have a practical test. I go to a pub with Sheikh, and I have to talk to strangers. I start talking to people and it goes OK. I don’t think English people really like it when a stranger starts speaking to them, but we laugh and I have some interesting conversations. Occasionally, Sheikh gives me advice. He reminds me to make eye contact with everyone I’m talking to, and tells me not to cross my arms – that kind of thing. As we leave the pub, we shake hands. He says that the course has been good for me, and he gives me a thumbs up. So have I changed? Am I more charismatic? Not exactly – I’m never going to stand like a gorilla again, for example. But perhaps charisma is simpler than that, anyway; it’s about understanding who you are better, and showing the best version of yourself. EXTRA SUPPORT  

If there’s time, you could get Sts to listen again with the scripts on pp.200–201, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases. h Do this as a whole-class activity, getting all the Sts to demonstrate the phrases. You could repeat the activity, getting individual Sts to act out some of the phrases. i Do this as a whole-class activity. You could also tell Sts what you think and if you would do a charisma course.

6B

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6 r VIDEO LISTENING a Focus on the instructions and tell Sts that they are going to watch a video about Sam, an actor who has a session with Elin Mai, a personal stylist. Elicit / Explain the meaning of a personal stylist (= someone who advises people on what kind of clothes to wear for them to look good and feel more confident) and outfit (= a set of clothes that you wear together, e.g. trousers and a shirt). Now focus on the four photos of Sam and elicit what he’s wearing in each photo, including items of clothing and colours. Play Part 1 of the video up to the point where Sam’s four outfits are on-screen (where *** is in the script). Pause the video and ask Sts which outfit they like best and why. EXTRA SUPPORT   Read through the scripts and decide if you need to pre-teach any new lexis before Sts watch the video.

A day with a personal stylist

Part 1 N = narrator, S = Sam, E = Elin N Sam Alexander is an actor. He lives in London. Today he’s going to visit a personal stylist, Elin Mai, at the Westfield Shopping Centre in Shepherd’s Bush. S I thought my wardrobe was getting quite boring and I dress up a lot for my job as an actor. Sometimes I don’t give any thought to my own wardrobe, so I was keen to sort of refresh things a bit and get a new opinion. Hi, Elin. E Hello, Sam! Welcome! S Thank you very much. Nice to meet you. E Nice to meet you too. Welcome to the Fashion Lounge. I think having your unique personal style is something that’s incredibly important to each and every individual. And everyone should ideally try and find their own personal style as well. N Before this session Sam has filled in a questionnaire with everything from his sizes to his dress sense. E OK, tell me how today came about… With every session, we sit down at the beginning and we have a chat about their questionnaire, so we go into a bit more depth. And then we would ask them more questions about their lifestyle as well. When you’re actually working, how many days a week work are you actually at work? S Well, the thing about being an actor is that you don’t have any routine, so sometimes I’m in a play, in which case I work six days a week and I’d have a routine. But then that stops suddenly and then I might be between jobs, in which case I’m at home a lot or I might be doing filming, which means fewer days, but very long hours. E Now the consultation usually lasts, you know, fifteen to twenty minutes, but the consultation actually continues throughout the session as well. So those little questions about their lifestyle – and I find out things about what they like and what they dislike and about the shops that they’ve gone to in the past and about their relationship with clothes. N After Sam and Elin have visited a few shops, they return to the Fashion Lounge and Elin divides the clothes into four outfits. E Ready, Sam? Wow! S Here we are. E OK! This looks fantastic. How do you feel? S I really like it. It is quite bold – the shirt – but yeah. E How do the jeans fit? S Great. These are jeans that stretch. They feel very comfy. E What I wanted to show you now as well is actually how useful this outfit’s going to be, so I want you to put this smart blazer on just to show you that you can elevate this outfit and make it look smart by putting a blue blazer on top. Yeah, really, really nice. Have a look at yourself here then as well. What do you think? S That’s very nice. Yeah, I really like it – very smart. N Sam likes the second outfit, too. E Let’s see this next one. Wow! Oh my goodness! Give me a twirl in this one as well. Fabulous. How do you feel?

S Really good. This is not something I would dare to go for normally, but I really, I really like it. I love it. E OK, fantastic, so what I really like about it as well is the fact that none of the colours are actually matching, but they all work in harmony with each other really nicely. N Sam then tries on outfit three. E Oh wow, another completely different outfit. S I really like this one. E You like this one? S Absolutely. It’s a very good idea, putting trainers with smarter trousers. I wouldn’t think to do that. N And finally, he tries on outfit four. E Wow! What another entrance! S So this is a staple – everyone should have one of these. E Everyone should have a denim shirt. S See, I haven’t. Brilliant. N But which outfit does Sam like best? Outfit one…Outfit two… Outfit three…Outfit four… *** S I think outfit two really, because it was quite bold. I felt very smart in it and I wouldn’t have worn those kind of things.

b Now play the rest of Part 1 and elicit from the class which outfit Sam liked best and why. Sam liked outfit 2 best because it was quite bold, he felt very smart, and he wouldn’t normally wear clothes like that.

c Put Sts in pairs and get them to number the events in order 1–5. Now play Part 1 of the video again for Sts to watch and check. Check answers. 1 2 3 4 5

Sam fills in a questionnaire. Sam meets Elin at the Fashion Lounge. Elin asks Sam questions about his lifestyle. Sam goes shopping with Elin. Sam tries on four outfits.

d Focus on the instructions and give Sts time to read Elin’s four golden rules for dressing well. Get Sts to predict what they think the missing words might be, but don’t tell them if they are right at this stage. Play Part 2 of the video the whole way through. Then play it again, pausing if necessary for Sts to compete the rules. Check answers. You may want to explain that we can use wardrobe to refer not just to the piece of furniture, but also to the clothes in it. 1 Look at your own wardrobe before you go shopping. 2 Stay true to yourself when you go shopping. 3 It doesn’t matter how much money you've got – you can look good. 4 Everyone should have a good pair of jeans in their wardrobe.

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Part 2

N So what are Elin’s golden rules? E I would say my golden rules would be to look at you own wardrobe to begin with before even going shopping because without knowing what you’ve got, you can’t go out and buy the right things. OK, fantastic! I think a lot of the mistakes that people make are, they’re not staying true to themselves when they actually go out shopping. So perhaps they’ve seen kind of a lot of different things in magazines and online. And sometimes that can be really confusing. I truly believe that it doesn’t matter how much money you’ve got you can look good. It’s about where you shop and how you put things together. N Is there one item that Elin thinks everyone should have? E I do think that everyone should have a good pair of jeans in their wardrobe that fits them perfectly, that makes them feel good about themselves. Did you enjoy today? S I did. It was absolutely brilliant. It exceeded my expectations. It was really great fun. N Although not everyone needs Elin’s help, for Sam the day with a personal stylist has clearly changed his wardrobe and his attitude to it. E No problem. S Bye. E Bye! EXTRA SUPPORT  

If there’s time, you could get Sts to watch Parts 1 and 2 of the video again with subtitles, so they can see exactly what they understood / didn't understand. Translate / Explain any new words or phrases. e Discuss Elin’s rules together as a class and ask Sts if they would like to have a session with her, or with another personal stylist.

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5&6 Revise and Check For instructions on how to use these pages, see p.40.

More materials for speakers of Spanish For teachers on Oxford Premium Resources Video  Can you understand these people? 5&6 Quick Test 6 File 6 Test For students Online Practice  Check your progress

GRAMMAR 1  a  ​2  b  ​3  c  ​4  b  ​5  b  ​6  c  ​7  a  ​8  b  ​9  c  ​10  a  ​ 11  a  ​12  b  ​13  a  ​14  c  ​15  b

VOCABULARY a 1  b 1  c 1  d 1  e 1 

lips / mouth   ​2  eyes  ​3  nose  ​4  hands  ​5  teeth beat  ​2  court  ​3  get injured   ​4  scored  ​5  go close  ​2  common  ​3  touch  ​4  got  ​5  fiancé soundtrack  ​2  subtitles  ​3  special effects   ​4  star  ​5  scene out  ​2  off  ​3  up  ​4  out  ​5  on

PRONUNCIATION c 1  booked /t/  ​2  crowd /aʊ/  ​3  eyes /z/  ​4  shoulders /əʊ/  ​ 5  world /ɜː/ d 1  referee  ​2  review  ​3  spectators  ​4  director  ​5  colleague

CAN YOU understand this text? a The best exercise is the exercise that you will do. b 1  B  ​2  E  ​3  C  ​4  A  ​5  F  ​6  G  ​7  D

r CAN YOU understand these people? 1  c  ​2  c  ​3  a  ​4  b  ​5  a

e 6.21

1 I = interviewer, P = Philomena I P I P I P I P

Do you prefer doing sport or watching it? Probably doing it. I find watching it really boring. What sport do you do? Er, I don’t do a lot. I’d say I don’t mind tennis, swimming in variation, depends on the weather. What sports do you most like watching? If I had to watch one, I like the rhythmic gymnastics or the diving, like for example at the Games, when they’re on TV. Why do you like them? I think because they’re kind of like a dance, it’s like a routine, it’s very graceful. It’s not as rough a sport.

2 I = interviewer, R = Rachel

I Do you know anyone who has gone out with someone they met online? R I know lots of people who’ve gone out with people they’ve met online. I How did it work out? R A couple of people are married, for some of them they’re still with the other person, and for a lot of them it didn’t work out.

3 I = interviewer, A = Aileen I A I A

Have you ever cheated in an exam? I have, yes. How did you cheat? I wrote the answers in a tissue and put it in my pocket and then went to the bathroom to read the answers that I’d written down. I Were you caught? A No.

4 I = interviewer, C = Coleen

I What’s your favourite film of all time? C That has to be the Lord of the Rings trilogy. I’ve read the books I have no idea how many times. I absolutely adored the films. I How many times have you seen them? C No idea, but probably getting on for ten times. I Why do you like them so much? C Part of that I think is because I never expected them to be made into films because they’re just so huge in scale. Um, and I think the CGI is amazing on them, and the characters, the casting is brilliant, so the whole thing really is just amazing.

5 I = interviewer, M = Miranda

I Do you have a profile photo? M Yes, I have a profile photo on my Facebook, and Instagram, and Twitters. I What is it? M The photo, the profile photo on my Facebook page is of me and my husband in Las Vegas on our anniversary. I Why did you choose it? M Um, my make-up looked good.

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7A Live and learn G   first conditional and future time clauses + when, until, etc. V  education P   the letter u

Lesson plan This lesson is about education and provides two different angles on the topic. The lesson begins with a vocabulary focus which revises and extends Sts’ knowledge of vocabulary related to education. This is followed by a pronunciation focus on the letter u, and a speaking activity where Sts talk about their own education. Sts then read and listen to the account of an educational experiment, which was televised, where five teachers from China come to a British school for four weeks and teach three subjects to half of the Year 9 Sts. Sts then have a discussion on the Chinese education system, the British, and their own. In the second half of the lesson, the grammar – first conditional sentences and the use of the present tense in future time clauses – is presented through the context of exams. Sts then read an online forum where people discuss whether or not it’s worth going to university, and also read about two people’s contrasting experiences. Finally, Sts have a debate on various topics related to education.

More materials for speakers of Spanish For teachers on Oxford Premium Photocopiables Grammar  first conditional and future time clauses + when, until, etc Communicative  Three in a row Vocabulary Education For students Workbook 7A Online Practice  7A Plus extra Vocabulary and Pronunciation for speakers of Spanish: easily confused verbs; the letter u Grammar and Vocabulary Pocket Book OPTIONAL LEAD-IN (BOOKS CLOSED)  

Write the following on the board: SCHOOL

Ask Sts how many words they can think of to describe a kind of school, e.g. primary. Possible answers primary  secondary  state  private   language   faith / religious   boarding

If your Sts suggest public school, tell them that this is a correct collocation; however, in the UK it doesn’t refer to a school run by the government, which is a state school, but to a private school – usually a boarding school.

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1 VOCABULARY education a Books open. Focus on the eight questions and give Sts two minutes to answer them individually or in pairs. You may want to explain that √36 = ‘the square root of 36’. Check answers. 1  1939  2  Italy’s  3  Six   4  Universal Serial Bus   5  Isaac Newton   6  Three  7  Leg  8  Hydrogen

Find out which Sts or pairs got the most answers correct. b Tell Sts to complete each school subject. Check answers by eliciting the words onto the board. biology  chemistry  geography  history   information technology  literature  maths  physics

c e 7.1  Now give Sts time to match questions 1–8 in a to the school subjects in b by writing the number from a in each box. Play the audio for Sts to listen and check. Check answers. Model and drill pronunciation, especially geography /dʒiˈɒgrəfi/ and literature /ˈlɪtrətʃə/. e 7.1 1 2 3 4 5 6 7 8

history geography maths information technology physics literature biology chemistry

Now get Sts to underline the stressed syllable in each school subject. Play the audio again for Sts to listen and check. Check answers. See underlining in script 7.1 EXTRA CHALLENGE   Get Sts to underline the stressed syllables as they do the matching exercise. Then check both at the same time.

d Tell Sts to go to Vocabulary Bank Education on p.233.

Vocabulary notes Highlight that in the British system, grades refers to the marks you get in exams when they are letters, not numbers, e.g. He got a grade A in chemistry A level. In the US system, grade can also refer to the year you are in, e.g. first grade. In Scotland students take Highers, not A levels. College also has different meanings in the two systems. In British English, a college is a place where people can study or receive vocational training after school, e.g. a secretarial college or a teacher training college. However, in the US system, college is synonymous with university. There are several words that can be used as synonyms of head teacher, e.g. headmaster (for a man), headmistress (for a woman), or principal.

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Focus on 1 The school system in the UK and the US and get Sts to do a individually or in pairs. e 7.2  Now do b. Play the audio for Sts to listen and check. Check answers. 2  nursery  3  secondary  4  state  5  private  6  boarding   7  pupils  8  students  9  head  10  terms  11  degree

e 7.2

Education 1 The school system in the UK and the US In the UK Children start primary school when they’re five. Before that, many children go to nursery school, for example between the ages of two and four, but this is not compulsory. From eleven to eighteen, children go to secondary school. The majority of schools in the UK – about ninety percent– are state schools, which means that they are paid for by the government, and education is free. The other ten per cent are private schools, where parents have to pay. A few of these are boarding schools, where children study, eat, and sleep. Children at primary school are often called pupils, and children at secondary school are usually called students, as are people who are studying at university. The person who is in charge of a school is called the head teacher. The school year is divided into three terms. If you want to go to university, you have to take exams called A levels in your last year at school. If your results are good enough, you get a place. A person who has finished university and has a degree is called a graduate.

Sts now do c individually or in pairs. e 7.3  Now do d. Play the audio for Sts to listen and check. Check answers. 2  high  3  grades  4  kindergarten  5  twelfth grade   6  semesters  7  college

e 7.3

In the US The school system is divided into three levels, elementary school, middle school – sometimes called junior high school – and high school. School children are divided by age groups into grades. The youngest children start in kindergarten, followed by first grade, and continue until twelfth grade, which is the final year of high school. The school year is divided into two semesters. Higher education in the US is often called college.

For Activation, put Sts in pairs and tell them to cover the two texts. Sts then tell each other about the school system in both countries. EXTRA IDEA  

Get the class to tell you about the school system in their country. Now focus on 2 Discipline and exams. You could elicit / explain the meaning of discipline /ˈdɪsəplɪn/ (= training people to obey rules, and punishing them if they do not), and model and drill its pronunciation. Then get Sts to do a individually or in pairs. Remind them to put the verb in the correct form. e 7.4  Now do b. Play the audio for Sts to listen and check. Check answers. A 2  let  3  misbehave  4  be punished   5  make   6  cheat  7  be expelled B 1  take  2  pass  3  revise  4  fail  5  result

e 7.4

2 Discipline and exams

A Discipline is very strict in our school. We aren’t allowed to take our phones to school, and they don’t let us bring unhealthy food for lunch, like crisps or fizzy drinks. Most children behave well, but if you misbehave – for example, talk too much in class – you’ll be punished, and the teacher will probably make you stay behind after class. If you do something more serious, like cheat in an exam, you might even be expelled. B Marc has to take an important English exam next week. He hopes he’ll pass, but he hasn’t had much time to revise, so he’s worried that he might fail. He won’t get the result until July.

For Activation, get Sts to cover the texts and look at the verbs, and try to remember as much information as possible from them. Finally, focus on the make, let, and allow box and go through it with the class. With a stronger class, you might want to point out that when we use make in the passive, we use the infinitive with to, e.g. I was made to stand in the corner for ten minutes. Tell Sts to go back to the main lesson 7A. EXTRA SUPPORT  

If you think Sts need more practice, you may want to give them the Vocabulary photocopiable activity at this point. FOR SPEAKERS OF SPANISH  

Online Practice Vocabulary:

easily confused words FOR SPEAKERS OF SPANISH  

Pocket Book Vocabulary:

education

2 PRONUNCIATION  the letter u Pronunciation notes The letter u has several different pronunciations, but between consonants it is usually (but not always) /ʌ/, e.g. sun, luck, summer, or /juː/, e.g. music, tune, student. Sts often don’t realize that there is a kind of ‘hidden sound’ – /j/ – in words like music, and tend to pronounce them /ˈmuːzɪk/ or /ˈstuːdənt/. You might want to remind Sts about the rule governing the use of the indefinite article a or an before words beginning with u. If the u is pronounced /ʌ/ (i.e. a vowel sound), then an is used, e.g. an umbrella, an uncle, but if u is pronounced /juː/ (i.e. a consonant sound), then a is used, e.g. a uniform, a university, a useful book. a Focus on the box The letter u and go through it with the class. Elicit the three words and four sounds: /juː/, up /ʌ/, boot /uː/, and bull /ʊ/. Give Sts time to put the words in the correct column. b e 7.5  Play the audio for Sts to listen and check. Check answers. You may want to point out here that the /ʊ/ pronunciation is the least common. e 7.5 /juː/  education, music, pupil, student, university up /ʌ/  lunch, result, study, subject boot /uː/  rude, rules, true bull /ʊ/  full, put

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Then play the audio again, pausing after each group of words for Sts to listen and repeat. Give Sts time to practise saying the words. EXTRA SUPPORT   If these sounds are difficult for your Sts, it will help to show them the mouth position. You could model this yourself or use the Sound Bank videos on Online Practice.

c e 7.6  Focus on the task and tell Sts that they are going to hear four sentences which they need to write down. Play the audio once the whole way through for Sts just to listen. e 7.6 1 2 3 4

What subject did you study at university? Do pupils at your school wear a uniform? Most students have lunch in the canteen. I usually get good results in my music exams.

Then play it again, pausing after each sentence to give Sts time to write. Play the audio again for Sts to listen and check. Check answers by eliciting the sentences onto the board. See script 7.6 EXTRA SUPPORT   Play the audio again, pausing for Sts to repeat and copy the rhythm. Put Sts in pairs and get them to practise saying the sentences. FOR SPEAKERS OF SPANISH  

Online Practice Pronunciation:

the letter u

3 SPEAKING

MEDIATION ACTIVITY   Education vocabulary is now put into practice in a free-speaking activity. Sts interview their partner, asking the questions in the questionnaire. Focus on the question prompts, making sure Sts understand them all. Explain / Elicit that PE stands for physical education (= sport and exercise that is taught in schools). Remind Sts that if they are currently at secondary school, they should use the present tense (i.e. add do or is / are to the prompts). If they are no longer at school, they should use the past tense (i.e. add did or was / were to the prompts).

EXTRA SUPPORT   Elicit the questions in the questionnaire before you start the activity, by getting Sts to ask you the questions.

Sts take turns to interview each other. Remind the student who is interviewing to react to the interviewee’s answers and ask for more information where possible (Really? / That’s interesting. / Why didn’t you like it?, etc.). Get some whole-class feedback at the end, by finding out, e.g. how many people liked / didn’t like their school and what their best / worst subjects were.

4 LISTENING  listening for numbers a Focus on the photos and elicit from Sts what they can see. Tell Sts to read the description of a TV programme and answer questions 1–3. Check answers for questions 1 and 2 and elicit opinions for question 3. You could find out, with a show of hands, how many Sts think the Chinese system will prove better. 1 Because in some subjects, Asian students are three years ahead of Western students of the same age. 2 Five Chinese teachers are going to teach a group of British students for four weeks. They will then take tests to see who does better, the students taught by the British teachers or the students taught by the Chinese teachers.

b e 7.7  Tell Sts they are going to listen to Week 1 of the programme about the experiment. Make sure they understand the question. Tell Sts to listen and make notes for each time and number. Play the audio once the whole way through. Get Sts to compare with a partner. Now play the audio again, and then check answers. EXTRA SUPPORT   Read through the scripts and decide if you need to pre-teach any new lexis before Sts listen.

7.00 a.m.  They start the day at 7.00 a.m., much earlier than usual 30 minutes a day  They do 30 minutes of physical exercises every day instead of two hours a week. 50  There are 50 students in one class instead of 30. 11.30 a.m.  They have lunch, and it’s early for them. 5.00 p.m.  They finish lessons at 5.00, but they can’t go home. 7.00 p.m.  They clean the classroom before they go home. 12 hours  The school day is 12 hours long, which is very tiring for British students.

e 7.7

(script in Student’s Book on p.201)

Week 1 On the first day of week one, students change their normal school uniforms for Chinese-style tracksuits. They start the day much earlier than usual, at seven in the morning, with thirty minutes of physical exercise. In Britain, PE is usually fun, and students only have two hours a week, but in the Chinese system, students do PE every day. Then lessons begin, and students get another shock – all fifty of them are together in one class. In Britain, the maximum is normally thirty, but in China it’s common to have fifty kids in one room. They stop for lunch early, at eleven thirty. Classes finish at five o’clock, but they’re not allowed to go home. They have dinner at school, and after dinner they still have a lot of homework and self-study. When they finish, at seven o’clock, they have to clean the classroom. The school day is twelve hours long. British students find this exhausting!

c e 7.8  Sts now listen to Weeks 2 and 3 of the programme and tick the sentences that are true about the Chinese teachers in the experiment. Give Sts time to read 1–10, making sure they understand all the lexis. Play the audio once the whole way through. Get Sts to compare with a partner, and then play the audio again if necessary. Check answers. Sts should tick: 1, 2, 5, 6, 8, 10

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e 7.8

e 7.9

Weeks 2 and 3

Week 4

There are big differences between Chinese and British teaching styles. The Chinese teachers teach very fast. Everything is done in books and on paper, and there is a lot of copying from the board. In Britain, for example in science, the approach is to let students do experiments and discover things by themselves, with less help from the teacher. Discipline is also very different in British and Chinese schools. In China, the teachers have complete authority, but in Britain, the same teachers are having problems. They’re surprised that the students don’t take school seriously. When her students don’t pay attention, Miss Yang, the science teacher, makes them stand and look at the wall, but it doesn’t seem to work very well. As Rosie, one of the students, says, ‘It probably works in China, because everybody does what their teacher says. But here we don’t care. We think it’s funny.’ By week three there is a serious problem with discipline. Some students like the Chinese system, but a lot of others are behaving badly in class, and some students stop coming to class completely. The Chinese teachers are losing control, and realize they need to change the way they are teaching or their students will fail the tests in week four. They start to teach the children about Chinese culture and food, and they add Chinese face-massage to their daily lessons. They also try to teach patience and concentration using traditional Chinese games. During a meeting with the parents, the Chinese teachers try to get them to help and to encourage their children to work hard. The parents are impressed, and the Chinese teachers are filled with new energy and confidence.

During the last week of the experiment, the children in the Chinese class are behaving better. At the end of the week, all the students from the classes with Chinese teachers and the classes with British ones take tests in maths, science, and Mandarin. These tests will decide which style of teaching has worked better. So what do the results show? In the maths test, the children taught by British teachers get an average of fifty-four per cent, and the class taught by Chinese teachers gets…sixty-eight per cent. In science, British-taught students get fifty per cent and Chinese-taught students get… fifty-eight per cent. And in Mandarin, British-taught students get thirty-seven per cent, and Chinese-taught students get…forty-six per cent. The Chinese teachers are delighted and their students are really grateful and happy. So the Chinese teachers get better results, but does that mean their teaching methods are better? Neil Strowger, the head teacher at the school, says, ‘It clearly gets good results, but the discipline is too strict for some students.’ The Chinese teachers agree that their method doesn’t help to develop personality or creativity. Perhaps the last word should go to Miss Li, the Mandarin teacher. As she says, ‘It’s very hard to say which system is better…but I think we both learned from each other.’

(script in Student’s Book on p.201)

(script in Student’s Book on p.201)

d e 7.9  Sts now listen to Week 4 of the programme, complete the numbers in the chart, and answer the question. First, check that Sts know what Mandarin is. Now play the audio once the whole way through. Get Sts to compare with a partner, and then play the audio again if necessary. Check answers. Test results

Students with British teachers

Students with Chinese teachers

maths

54%

68%

science

50%

58%

Mandarin

37%

46%

The British teachers learned that the Chinese method got good results, but that their discipline was too strict for some British students. The Chinese teachers learned that their method didn’t help to develop personality or creativity.

EXTRA SUPPORT   If there’s time, you could get Sts to listen again with the scripts on p.201, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases.

e Put Sts in small groups of three or four and get them to discuss the questions. Get some feedback from various groups. You could also tell Sts where you would prefer to teach and why.

5 GRAMMAR  first conditional and future time clauses + when, until, etc. a Focus on the questions and make sure Sts understand them. Then get Sts, in pairs, to answer them. Get some feedback from various pairs, and tell Sts how you feel or felt about exams. b e 7.10  Tell Sts they are going to listen to two interviews with a student who took some important exams – the first interview is before she gets her results, and the second after. In the interviews, the speaker uses several examples of time clauses with if, when, as soon as, etc. First, focus on the Exam results box and go through it with the class. Make sure Sts know what A levels are. Now give Sts time to read questions 1–5. Play the audio, pausing if necessary after each answer is given. Get them to compare with a partner, and then play the audio again if necessary. Check answers. 1 She’s sure she has passed, but she’s worried about her grades. 2 She’ll get her results tomorrow at school. 3 She doesn’t want to plan any celebrations until she knows the results. 4 She wants to study Medicine at Cambridge University. 5 She will probably do another year at school and take the exams again.

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e 7.10

J = journalist, O = Olivia J O J O J O J O J O J O J O J O

What subjects did you take? Biology, chemistry, maths, and physics. Do you think you’ve passed? I’m sure I’ve passed, but I’m worried about what grades I’ll get. Why? Because I want to study Medicine at university – at Cambridge – and they won’t give me a place unless I get at least two A stars and an A. Do you think you’ll get them? I don’t know. I think I did OK, but I’m a bit worried about maths. When will you get your results? Tomorrow. I’m really nervous – and so are my parents! As soon as I wake up, I’ll go to school and pick up the envelope. And how will you celebrate if you get the grades you want? I don’t want to plan any celebrations until I know the results. What will you do if you don’t get the grades you need? I don’t want to think about it. If I don’t get into Cambridge, my parents will kill me. No, I’m joking. I suppose I’ll do another year at school and take the exams again. Well, good luck! Thanks.

c e 7.11  Tell Sts they will now find out what grades Olivia got. They must listen for the results and find out what she is going to do. Play the audio once the whole way through. Get Sts to compare with a partner, and then check answers. Olivia got an A star in biology, an A in chemistry and physics, and only a B in maths. She’s going to try to get a place at another university. But she’d really like to go to Cambridge, so she might retake her A levels again next year.

e 7.11

J Olivia – I can see from your face that the results, er, weren’t exactly what you wanted – am I right? O Yeah. I got an A star in biology, an A in chemistry and physics, and only a B in maths. Not quite good enough. J So what are you going to do now? O At the moment, cry! When I feel a bit more positive, I’ll try to get a place at another university. But I’d really like to go to Cambridge, so I might take my A levels again next year. J How did your parents react? Were they angry? O No, my mum and dad have been really nice – they know how disappointed I am.

d e 7.12  Focus on the five sentences from the interviews and give Sts time to complete the gaps. Then play the audio, pausing after each sentence to give Sts time to listen and check. Check answers. Elicit / Explain the meaning of unless (= if not) and as soon as (= the moment when). 1  I get   2  I wake up   3  I know   4  my parents will kill me   5  I feel

e 7.12

1 They won’t give me a place unless I get at least two A stars and an A. 2 As soon as I wake up, I’ll go to school and pick up the envelope. 3 I don’t want to plan any celebrations until I know the results. 4 If I don’t get into Cambridge, my parents will kill me. 5 When I feel a bit more positive, I’ll try to get a place at another university.

e Tell Sts to go to Grammar Bank 7A on p.216.

Grammar notes Sts should be familiar with basic first conditional sentences (if + present, future (will)) from their A2/B1 course. Here they also learn to use unless (instead of if… not) in conditional sentences, and that other future time clauses (i.e. beginning with when, as soon as, unless, etc.) work in the same way as if-clauses, i.e. they are followed by a present tense although they actually refer to the future. This may be new for your Sts. Emphasize that in the other (main) clause, the verb form is usually will + infinitive, but it can also be an imperative or going to. A typical mistake includes using a future form after when, unless, etc., e.g. I’ll call you when I’ll arrive. Focus on the example sentences and play audio e 7.13 and e 7.14 for Sts to listen and repeat. Encourage them to copy the rhythm. Then go through the rules with the class. Now focus on the exercises and get Sts to do them individually or in pairs. Check answers, getting Sts to read the full sentences. a 1 2 3 4 5 6 7 8

That girl will get into trouble if she doesn’t wear her uniform. If you give in your homework late, the teacher won’t mark it. Don’t write anything unless you are / ’re sure of the answer. Gary will be expelled if his behaviour doesn’t improve. They’ll be late for school unless they hurry. Ask me if you don’t know what to do. Johnny will be punished if he shouts at the teacher again. My sister will finish university this year if she passes all her exams. 9 I won’t go out tonight unless I finish my homework quickly. 10 Call me if you need some help with your project. b 1  until  ​2  before  ​3  when  ​4  after  ​5  unless  ​ 6  as soon as   ​ 7  until  ​8  when  ​9  unless  ​10  before

Tell Sts to go back to the main lesson 7A. EXTRA SUPPORT   If you think Sts need more practice, you may want to give them the Grammar photocopiable activity at this point.

f Put Sts in pairs and focus on the questions. Tell Sts that they should make true sentences beginning with the phrases in the question, e.g. As soon as I get home I’ll…, If I don’t get a good mark in my next test, I’ll…, etc. Give Sts a few minutes to think about their sentences. Then they ask each other the questions, and answer with full sentences. Get some feedback. FOR SPEAKERS OF SPANISH   Pocket Book Grammar: first conditional and future time clauses + when, until, etc.

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6 READING & SPEAKING  understanding points

of view

a Focus on the instructions and make sure Sts can identify which of the three categories they belong to. Now put Sts in pairs and get them to tell their partner the answers to the questions that match their situation. Get some feedback from various pairs. EXTRA SUPPORT   You could demonstrate the activity by answering the questions about yourself first.

b Do this as a whole-class activity. Point out to Sts that university is sometimes shortened to uni. Is it really a good idea / a good use of your time, effort, and money?

c Focus on the instructions and make sure Sts understand the difference between the three symbols. Give Sts time to read the comments and complete the task. Check answers. EXTRA SUPPORT   Before Sts read the comments the first time, check whether you need to pre-teach any vocabulary.

7 SPEAKING a Put Sts in small groups of three or four. Go through the instructions and the discussion topics in the list, making sure Sts understand them. Give Sts time in their groups to each choose a different topic from the list. Focus on the Organizing and presenting your opinions box and go through it with the class. Then give Sts time (e.g. five minutes) to think of at least three reasons why they agree or disagree with the topic they have chosen and to prepare what they are going to say. Help Sts with any vocabulary they may need. b MEDIATION ACTIVITY   Sts in each group now take turns to say whether they agree or disagree with the sentence they have chosen in a and why. The other Sts should listen, and at the end say if they agree or disagree with the student who introduced the topic, and why. Finally, each group votes on whether they agree or disagree. If there’s time, get feedback to find out who argued which topic in each group, and if they managed to convince the others in their group.

1  S  2  f  3  g  4  g  5  f

d Give Sts time to read the comments again and then think about university education in their country. Get some feedback. e Do this as a whole-class activity. f Put Sts in pairs, A and B, and tell them to go to Communication University or not?, A on p.180, B on p.184. Go through the instructions. Sts A read about Jack while Sts B read about Emily-Fleur. As they are reading, walk around monitoring and helping with any queries. When they have finished reading, Sts A should start by asking their questions about Emily-Fleur. Sts B can have their books open, but should try to answer from memory. Then they swap roles and Sts B ask their questions about Jack. Tell Sts to go back to the main lesson 7A. EXTRA SUPPORT   When Sts have finished, elicit as much information as possible from the class about Jack and Emily-Fleur.

g Do this as a whole-class activity.

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7B The hotel of Mum and Dad G   second conditional, choosing between conditionals V  houses P   sentence stress, the letter c

Lesson plan The topic of this lesson is people’s homes. In the first half of the lesson, Sts start by reading an article about the advantages and disadvantages in the UK of living with your parents as an adult. This leads to Sts discussing the situation in their own country. The grammar, second conditionals, is presented through online comments where young people respond to the article and say whether they would like to leave home and live independently or not. This is followed by a pronunciation focus on sentence stress and rhythm, and oral practice of the second conditional. In the second half of the lesson, there is a vocabulary focus on lexis related to houses and where people live. This leads to a pronunciation section on the letter c and its three possible pronunciations, /s/, /ʃ/, and /k/. Sts then listen to an audio guide about a London building (now a museum) where both the composer George Handel and the musician Jimi Hendrix once lived. Sts then describe their own dream houses. The lesson ends with writing, where Sts write a description of their house / flat for a home rental website.

More materials for speakers of Spanish For teachers on Oxford Premium Photocopiables Grammar  second conditionals, choosing between conditionals Communicative  If you had to choose… Vocabulary Houses For students Workbook 7B Online Practice  7B Plus extra Vocabulary, Pronunciation, and Listening for speakers of Spanish: houses and flats; /d/ in contractions; University housing Grammar and Vocabulary Pocket Book OPTIONAL LEAD-IN (BOOKS CLOSED)  

Write the following on the board: PLACES TO LIVE WHEN YOU’RE A UNIVERSITY STUDENT

Elicit the three most common places, e.g. at home, in a shared flat with friends, in a hall of residence. If any of your Sts are at, or have been to, university, ask them where they live(d).

1 READING & SPEAKING  understanding pros

and cons

a Books open. Give Sts time to look at the photos and answer the questions in pairs. Check the answer to the first question and get some feedback for the others.

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Photo 1  at home Photo 2  in shared accommodation Photo 3  in a hall of residence / uni accommodation

b Focus on the title of the article, Things you know if you still live with your parents, and get Sts, in pairs, to think of one advantage and one disadvantage of living with your parents as an adult. Elicit some advantages and disadvantages onto the board. c Now tell Sts to read the article and see if the advantages and disadvantages they mentioned are included. Tell them not to worry about the gaps. Check answers. EXTRA SUPPORT  

Before Sts read the article the first time, check whether you need to pre-teach any vocabulary d Now tell Sts to read the article again and this time complete each gap with the correct words from 1–10. Get Sts to compare with a partner, and then check answers. 1  matter  2  embarrassing  3  let  4  awake  5  hear   6  wrong  7  afford  8  realized  9  remove  10  bills

e Focus on the task and make sure Sts understand pros and cons. Get them to close their books. Put Sts in pairs and get them to tell each other all the pros and cons they just read about living with parents as an adult. Elicit all the pros and cons from the class. Deal with any other new vocabulary. Model and drill the pronunciation of any tricky words. f Put Sts in pairs and get them to discuss the four questions. Get some feedback from various pairs.

2 GRAMMAR  second conditional, choosing between conditionals a Tell Sts that some people have written online comments after reading the article Things you know if you still live with your parents in 1. Tell them to read the comments and find out whether they want to leave home and why (not). Check answers. Vivienne  Yes, she wants to have her own things, and not be told what to do. Marco  No because somebody else cooks and cleans and he has a nice room. Andrea  Yes, she doesn’t feel independent. Carlos  Yes, his mum drives him mad and he’d like a dog. EXTRA IDEA   Depending on the age of your class, you could ask Sts how many of them live with their parents and whether they agree with any of the writers.

b Tell Sts to look at the highlighted phrases in the comments. In pairs, Sts answer questions 1–3. Check answers. 1 The past simple 2 The conditional form (would + infinitive) 3 b (a situation they are imagining)

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c Tell Sts to go to Grammar Bank 7B on p.217.

Grammar notes Sts who previously used English File A2/B1 or a similarlevel course will have already been introduced to second conditional sentences: if + past, conditional (would / wouldn’t). Here they both revise the second conditional and contrast it with the first conditional. What is also introduced here is the use of the conditional form without if in sentences like I would never buy a flat next to a pub or restaurant. This use should not be too problematic, as Sts may well have a conditional form of the verb in their L1. They have also already met this use of the conditional in the phrase I would like… Focus on the example sentences and play audio e 7.15 for Sts to listen and repeat. Encourage them to copy the rhythm. Then go through the rules with the class. Focus on the information box and go through it with the class. Now focus on the exercises and get Sts to do them individually or in pairs. Check answers, getting Sts to read the full sentences. In b, ask Sts after each sentence if it is a first or second conditional. a 1 Nick wouldn’t have to commute every day if he worked from home. 2 If they didn’t have such a noisy dog, they’d get on better with their neighbours. 3 I wouldn’t buy that bike if I were you – it’s too expensive. 4 Would we sell our house if somebody offered us enough money? 5 If my mother-in-law lived with us, we’d get divorced. 6 Would you share a flat with me if I paid half the rent? 7 If my sister tidied her room more often, it wouldn’t be such a mess. 8 You wouldn’t treat me like this if you really loved me. 9 If we painted the kitchen white, would it look bigger? 10 I wouldn’t buy a house with a garden if I didn’t enjoy gardening so much. b 1 My kids would get up earlier if they didn’t go to bed so late. (2nd) 2 Where will you live if you go to university? (1st) 3 If you don’t pass your exams, what will you do? (1st) 4 I’d buy a bigger house if I was sure we could afford it. (2nd) 5 We couldn’t have a dog if we didn’t have a garden. (2nd) 6 How will you get to work if you sell your car? (1st) 7 If we sit in the shade, we won’t get sunburnt. (1st) 8 If you could change one thing in your life, what would it be? (2nd) 9 He won’t be able to pay next month’s rent if he doesn’t find a job soon. (1st) 10 If she made less noise, her neighbours wouldn’t complain so often. (2nd)

Tell Sts to go back to the main lesson 7B. EXTRA SUPPORT   If you think Sts need more practice, you may want to give them the Grammar photocopiable activity at this point.

d Put Sts in pairs, A and B, and tell them to go to Communication Guess the sentence, A on p.180, B on p.185. Demonstrate the activity by writing in large letters on a piece of paper the following sentence:

IF I HAD A JOB, I’D RENT MY OWN FLAT.

Don’t show the piece of paper to Sts yet. Then write on the board: IF I HAD A JOB, I MY OWN FLAT. (+) Tell Sts that they must guess the exact sentence that you have written on a piece of paper. Elicit ideas. If they are wrong, say Try again, until someone gives exactly the correct answer. Then show them your piece of paper with the sentence on it. Tell Sts to look at instruction a. Give them a few minutes to complete their sentences in a logical way in their heads – remind them not to write anything yet. Explain that their partner has the same sentences, already completed, and the idea is to try and complete the sentences in the same way. Monitor and help while they are doing this. Now tell Sts to look at instruction b. Sts A read out sentence 1, and Sts B tell A if he / she has guessed the sentence correctly. If not, A has to guess again. When A guesses the sentence correctly, he / she should write in the answer. When Sts A have finished, Sts B read their sentences to Sts A and do the same thing. Tell Sts to go back to the main lesson 7B. FOR SPEAKERS OF SPANISH   Pocket Book Grammar: second conditional, choosing between conditionals

3 PRONUNCIATION & SPEAKING sentence

stress

Pronunciation notes Sts continue to work on sentence stress and are given practice in pronouncing more strongly the words in a sentence which convey important information (e.g. nouns, verbs, adjectives, and adverbs). Other, shorter words (e.g. articles and pronouns) should be pronounced less strongly. Getting this balance right will help Sts pronounce English with the correct rhythm. For more notes, see Pronunciation p.20 in Lesson 1B and p.35 in Lesson 2B. a e 7.16  Tell Sts they are going to work on sentence stress. Play the audio once the whole way through for Sts just to listen, and elicit that the bold words are stressed. e 7.16

See sentences in Student’s Book on p.115

Now play the audio again, pausing after each sentence for Sts to listen and repeat. Then repeat the activity, eliciting responses from individual Sts. EXTRA SUPPORT  

In pairs, Sts practise saying the sentences.

b Focus on the task and give Sts time to choose their six sentence beginnings and complete them. Go round making sure that Sts are writing correct sentences.

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c

MEDIATION ACTIVITY   Focus on the speech bubbles. Put Sts in pairs, A and B. Sts A tell Sts B their first sentence. Sts B should ask for more information. Then Sts B say their first sentence, etc. Monitor and encourage Sts to get the correct sentence rhythm. Get some feedback from the class. Find out if any Sts had the same endings as their partner.

In Activation, Sts, in pairs, describe where they live. Now focus on 2 Parts of a house and get Sts to do a individually or in pairs. e 7.18  Now do b. Play the audio for Sts to listen and check. Check answers.

EXTRA SUPPORT  

2 Parts of a house

Before they say the sentences, Sts could underline the stressed words in the completed sentences for you to check. FOR SPEAKERS OF SPANISH  

Online Practice Pronunciation:

/d/ in contractions

4 VOCABULARY houses a Put Sts in pairs and get them to write down three things / pieces of furniture, etc. for each room in the chart. Point out the example in each column. Elicit answers and write them on the board in columns. b Tell Sts to go to Vocabulary Bank Houses on p.234.

Vocabulary notes Where people live Some languages have a word similar to suburbs, but which has a negative connotation like slums. You may want to point out that in English, suburbs simply means a residential area where people live outside the city centre. The outskirts is the area around a city which is the furthest from the centre, e.g. They live on the outskirts of Milan. Parts of a house You may want to make sure Sts are clear about the difference between a terrace and a balcony. A terrace is an outside area on the ground floor, whereas a balcony is always outside a window on an upper floor. Describing a house or flat You may want to point out the difference between a fireplace (= an open space for a fire in the wall of a room) and an open fire (= a fireplace with a wood fire in it, as opposed to e.g. a woodburning stove). Focus on 1 Where people live and get Sts to do a individually or in pairs. Make sure they write in the Preposition column and not in the sentences. e 7.17  Now do b. Play the audio for Sts to listen and check. Check answers. e 7.17

Houses 1 Where people live 1 2 3 4 5 6

I live in the country, surrounded by fields. I live on the outskirts of Oxford, about three miles from the centre. I live in a village. I live in Cromer, a small town on the east coast. I live on the second floor of a large block of flats. I live in Croydon, a suburb of London about fifteen miles from the city centre.

Either use the audio to drill the pronunciation of the sentences, or model and drill them yourself. Give further practice of any words your Sts find difficult to pronounce. Do c and tell Sts to cover the Preposition column. Can they remember sentences 1–6 with the prepositions? 100

e 7.18 3 5 8 2 7 12 6 10 1 9 13 4 11

attic balcony basement chimney entrance gate ground floor path roof steps terrace / patio top floor wall

Either use the audio to drill the pronunciation of the words, or model and drill them yourself. Give further practice of any words your Sts find difficult to pronounce. EXTRA SUPPORT   Tell Sts to cover the words, look at the

pictures, and see if they can remember the words. Now focus on 3 Describing a house or flat and get Sts to do a individually or in pairs. e 7.19  Now do b. Play the audio for Sts to listen and check. Check answers. e 7.19

3 Describing a house or flat

2 I live in a cottage in the country. It’s old and made of stone, and the rooms have very low ceilings. There’s an open fire in the living room and it’s very cosy in the winter. 1 I live in a modern flat in the city centre. It’s spacious and very light, with wooden floors and big windows.

Either use the audio to drill the pronunciation of the highlighted phrases, or model and drill them yourself. Give further practice of any words your Sts find difficult to pronounce. Focus on the chimney or fireplace? and roof or ceiling? box and go through it with the class. Finally, focus on Activation and tell Sts to cover the descriptions and look at the photos. They can test themselves or a partner by describing the rooms. Tell Sts to go back to the main lesson 7B. EXTRA SUPPORT   If you think Sts need more practice, you may want to give them the Vocabulary photocopiable activity at this point.

c Put Sts in pairs and get them to discuss the difference between the words. Check answers. Model and drill pronunciation. 1 the outskirts = the area around a town or city which is the furthest from the centre a suburb = a residential area outside the centre of a large city 2 a village = a very small town located in a country area a town = a place where people live and work, which is larger than a village, but smaller than a city

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3 a roof = the structure that covers the whole house a ceiling = the top inside surface of a room 4 a balcony = a platform that is built on the upstairs outside wall of a building, with a wall or rail around it a terrace = a flat, hard area, especially outside a house, where you can sit, eat, and enjoy the sun 5 a chimney = a structure through which smoke is carried up, away from a fire, etc. and through the roof of a building a fireplace = an open space for a fire in the wall of a room 6 the ground floor = the floor of a building that is at the same level as the ground outside the first floor = the level of a building above the ground level (NB in American English, the first floor = the ground floor) 7 wood = noun; the hard material that the trunk and branches of a tree are made of; this material when it is used to build or make things, or as a fuel wooden = adjective; made of wood FOR SPEAKERS OF SPANISH  

Online Practice Vocabulary:

houses and flats FOR SPEAKERS OF SPANISH  

Pocket Book Vocabulary: houses

5 PRONUNCIATION  the letter c Pronunciation notes Some consonants in English have a single pronunciation – m is always /m/, k is always /k/, j is always /dʒ/, etc. But some consonants can have more than one pronunciation, depending on the surrounding letters, and c is a good example. The two most common pronunciations of c are /k/ and /s/. /ʃ/ isn’t very common, and is only when the letter c is before i + vowel. Sts will have come across lots of words with the two main pronunciations of c, but this is the first time in English File that they’ve focused on the difference. This section gives spelling rules for how c is pronounced, and these will help Sts to work out pronunciations for themselves. You may want to point out that c can very occasionally be silent after the letter s, in words like science and scene. With words with double c, if the second c comes before e or i, the pronunciation is /ks/, e.g. success. If the second c comes before a, o or u, the pronunciation is /k/, e.g. account. a Put Sts in pairs and get them to say all the words in groups 1–5 to each other. b Focus on the instructions and give Sts time, in pairs, to complete rules 1–5. c e 7.20  Play the audio for Sts to listen to how the words in a are pronounced and to check their answers to b. Check answers. 1  /k/  2  /s/  3  /ʃ/  4  /k/  5  /ks/

e 7.20

See words in a in Student’s Book on p.116

Now play the audio again, pausing after each group of words for Sts to listen and repeat.

6 LISTENING  using prediction to understand

content

a Do this as a whole-class activity. Don’t worry if Sts don’t know anything about Handel or Hendrix, as they will find out some information in the listening.

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b Now tell Sts to read the information on the poster and check their answers to a. Check answers. They are both musicians. They both left their countries to live in London. Handel came to London in the 18th century and Hendrix in the 1960s. They lived in the same building in London.

Now find out which bedroom Sts like best, and why. c Focus on the instructions and eight extracts, making sure Sts understand all the lexis. Then focus on the Glossary and go through it with the class. Now give Sts time to decide who each extract (1–8) is about. d e 7.21  Play the audio for Sts to listen and check. Check answers. EXTRA SUPPORT   Read through the script and decide if you need to pre-teach any new lexis before Sts listen.

1  Han  2  Hen  3  Han  4  Han  5  Hen  6  Hen   7  Hen  8  Han

e 7.21

(script in Student’s Book on p.201)

Welcome to the Handel Hendrix house Handel’s House In seventeen twelve, the German composer George Frideric Handel decided to settle permanently in England, where he was employed as musician to the English court. After living in Surrey for some years, he moved to London, and during the summer of seventeen twentythree, he rented a house at twenty-five Brook Street. He was the first occupant of the house, but as a foreigner, he was not allowed to buy it. However, after becoming a British citizen five years later, he decided to continue renting the house. In seventeen forty-two, his annual rent for Brook Street was fifty pounds. The plan of the house in Brook Street was usual for a modest London townhouse of the period. There was a basement containing the kitchens, and on the ground floor there was a room at the front for receiving visitors. On the first floor there were bigger rooms, where Handel entertained and worked. In the largest room, he kept his instruments – a harpsichord and a little house organ – and he occasionally rehearsed there. The room next to it is where he composed many of his most famous works, including the Messiah. The second floor contained the bedroom at the front, with a dressing room at the back, where he kept his clothes. In the attic at the top of the house, the servants had their rooms. During the last decade of his life, Handel’s eyesight got worse, and by seventeen fifty-four he was completely blind. He died at his Brook Street house on the fourteenth of April, seventeen fifty-nine. He was buried in Westminster Abbey, and more than three thousand people attended his funeral. Hendrix’s Flat Although Jimi Hendrix’s career only lasted four years, he is widely regarded as one of the most influential electric guitarists in the history of rock music. The flat on the upper floors of twenty-three Brook Street was found by Jimi’s girlfriend, Kathy Etchingham, when she saw an advert in one of the London evening newspapers in June nineteen sixtyeight, while he was in New York. He moved in briefly in July, before returning to the United States for an extensive tour. He spent some time decorating the flat to his own taste. He bought curtains and cushions from the nearby John Lewis department store, as well as ornaments from Portobello Road market and elsewhere. He told Kathy that this was ‘my first real home of my own’. In January the following year, he gave a series of press and media interviews and photo shoots in the flat. He also appeared on the BBC and gave two concerts in February at the Royal Albert Hall.

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In March nineteen sixty-nine, he went back to New York again, and although Kathy stayed at Brook Street for a while longer, Jimi did not live there again. He died in London in nineteen seventy, at the age of twenty-seven, but in a hotel, not in the Brook Street flat. Over the years, his flat was used as an office, until it was taken over in two thousand by the Handel House Trust. It opened to the public on Wednesday the tenth of February, twenty sixteen. The whole house is now a museum and a concert venue where both men’s music can be heard in live performances.

e Tell Sts they are going to listen again and they must answer questions 1–10. Give them time to read the questions. Play the audio again, pausing after Sts have heard about Handel to give them time to answer questions 1–5. Then play the rest of the audio. Get Sts to compare with a partner, and then check answers. 1 2 3 4 5 6 7 8 9 10

Nobody   Because he was a foreigner.   Entertaining and working   A bedroom and a dressing room   The servants   Four years   Hendrix’s girlfriend   In March 1969   In a London hotel   As an office

EXTRA SUPPORT   If there’s time, you could get Sts to listen again with the script on p.201, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases.

f e 7.22  Tell Sts to read the six extracts from the listening and to complete the gaps. They can do this in pairs or individually. Play the audio, pausing after each extract to give Sts time to check their guesses. Check answers, making sure Sts understand the meaning of the words. Model and drill pronunciation. 1  settle  2  moved  3  occupant  4  upper   5  decorating  6  venue

e 7.22 1 2 3 4

Handel decided to settle permanently in England… After living in Surrey for some years, he moved to London… He was the first occupant of the house… The flat on the upper floors of twenty-three Brook Street was found by… 5 He spent some time decorating the flat to his own taste. 6 The whole house is now a museum and a concert venue…

g Do this as a whole-class activity. If you have visited a house where a famous person lived, tell the class about it. FOR SPEAKERS OF SPANISH  

Online Practice Listening:

7 SPEAKING & WRITING  describing a house

or flat

a Focus on the speaking task and give Sts a few minutes to think about what they are going to say. Go round the class, helping Sts with any vocabulary they might need which isn’t in Vocabulary Bank Houses. b Put Sts into small groups of three to five. They take turns to describe their ‘dream house’ in as much detail as possible. They must also say which of the other houses they like best. When the activity has finished, you could get feedback from each group to find out which house was the most popular. c Tell Sts to go to Writing Describing a house or flat on p.192. Focus on the instructions for a and tell Sts to read the two posts and decide which one they would choose for a holiday. You might want to elicit / teach what a villa is (= a house where people stay on holiday, especially in southern Europe). In pairs, Sts tell each other which one they have chosen and why. Get some feedback from various pairs. You could have a show of hands for each place to see if there is a favourite. For b, focus on the instructions and make sure the task is clear. Give Sts time to read about the flat in Florence. Check answers, making sure Sts can remember what the adjectives mean (stunning = extremely attractive or impressive). Model and drill pronunciation. In c, Sts now read about the Turkish villa and improve the description with the adjectives they underlined in b. Get Sts to compare with a partner, and then check answers. Possible answers a fully-equipped kitchen  a sunny terrace   stunning views  a large garden   lovely beaches   ideal for a family

Focus on the Describing location box and go through it with the class. For d, tell Sts they are going to write a description of their house or flat for the website. If Sts don’t want to write about their own home, they can invent one. Focus on the plan and go through it with Sts. Sts should write four paragraphs, as in the model, and use the language in the Describing location box and the Vocabulary Bank Houses to help them. You may like to get Sts to do the writing in class, or you could set it as homework. If you do it in class, set a time limit for Sts to write their description, e.g. 15–20 minutes. In e, Sts should check their work for mistakes before giving it in.

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EPISODE

4 Practical English  Boys’ night out Function   making and responding to suggestions, making an excuse and apologizing Language  Why don’t we…?, What about…?, That’s a great idea., etc.

Lesson plan In the fourth episode, the main functional focus is on expressions for making and responding to suggestions. In the first scene, Rob and Paul are in a bar, playing pool and reminiscing about old times. Paul thinks that Rob has changed a lot and is becoming very ‘American’, which he puts down to Jenny. In the next scene, Jenny joins them for a meal, and they then decide what they are going to do. They can’t agree, and in the end, Paul and Rob decide to go to a gig Kerri (from Episode 2) is doing, and Jenny, rather upset, calls Monica and goes round to see her. The last scene takes place in the office. Jenny is at work and ready for a meeting with Don, but Rob phones in saying that he doesn’t feel well and isn’t going to make it.

More materials for speakers of Spanish For teachers on Oxford Premium Resources Video  Practical English Episode 4 Quick Test 7 File 7 Test For students Workbook Practical English 4 Can you remember? 1–7 Online Practice Practical English 4 Check your progress OPTIONAL LEAD-IN (BOOKS CLOSED)  

Before starting Episode 4, elicit what Sts can remember about Episode 3. Ask Who is Monica? What is her big news? Whose friend is Paul? What do Rob and Paul do at the end of the episode?, etc. Alternatively, you could play the last scene of Episode 3.

1 r ROB AND PAUL CATCH UP a e 7.23  Books open. Tell Sts that this is the following day to the previous episode, after work. Focus on the photos and elicit what Sts think is happening. Elicit / Teach pool (the game they are playing). Now either tell Sts to close their books, and write the question on the board, or get Sts to focus on the question and cover the rest of the page. Play the video / audio once the whole way through, and then check the answer.

e 7.23

P = Paul, R = Rob P R P R P R P R P R P R P R P R P R P R P R P R P R P R P R P

Bad luck, mate. Nice shot. I’ve had years of practice. You used to play pool a lot at university. You did, too. Yeah. I don’t really have the time any more… Or anybody to play with?…So what do you do in your free time? The magazine keeps me pretty busy. And when I’m free, I’m usually with Jenny… Tch. Your turn. Don’t blow it. What is it? I was just thinking about you. What about me? Do you remember the great times we had at uni? You had such crazy hair – last time I saw you it was blond! Don’t remind me. Those were the days. Look at you now, with your girlfriend and your nine-to-five job. If you don’t come back to London soon, you’ll become an all-American boy! Come off it. It’s true! I mean, just look at that shirt. What’s wrong with my shirt? You look like a businessman! Did you buy it? Me? No. It was…it was a present from Jenny. I thought so. What does that mean? It’s Jenny’s taste. Yes, and I really like it. Jenny seems to know what she wants – and she probably gets it. That’s one of the things I like about her…Terrible. You said it. Sorry, Paul. We’ve got to go. Oh come on, Rob. We haven’t even finished the game. Another time. Jenny’s waiting for us. Jenny. Right.

b Focus on sentences 1–6. Go through them with Sts and make sure they understand them. Now play the video / audio again the whole way through, and get Sts to mark the sentences T (true) or F (false). Remind them to correct the false ones. Get Sts to compare with a partner, and then check answers. 1 2 3 4 5 6

T F (He doesn’t have much free time. / His job keeps him busy.) T T F (Jenny gave Rob the shirt he’s wearing.) T

EXTRA SUPPORT   If there’s time and you are using the video, you could get Sts to watch again with subtitles, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases.

EXTRA SUPPORT   Before playing the video / audio, go through the listening scripts and decide if you need to preteach / check any lexis to help Sts when they listen.

He clearly doesn’t like her, and implies that she is bossy / controlling.

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2 r MAKING SUGGESTIONS a e 7.24  Focus on the photos and elicit what Sts think is happening. Now either tell Sts to close their books, and write the questions on the board, or get Sts to focus on the three questions and cover the rest of the page. Before playing the video / audio, elicit / teach a gig /gɪg/ (= a performance by musicians playing popular music or jazz in front of an audience). Play the video / audio once the whole way through and then check answers. Paul and Rob decide to go and see Kerri playing in a gig. Jenny says she has a busy day the next day. She ends up going to Monica’s house.

e 7.24

P = Paul, R = Rob, J = Jenny, M = Monica

P Oh, yeah. That was good. So! What shall we do now? R What do you want to do? P Well…I haven’t been on a dance floor for weeks now. I’ve got to move my body. Let’s go dancing. J I’m going running in the morning. Why don’t you join me? P No, thanks. I’m not very keen on running. But I’ve read about this place called Deep Space, where they play great music. We could go there. J A club? P Don’t you feel like dancing? J Not on a Wednesday night. What about going to the late show at MOMA? P MOMA? What’s that? J MOMA. It’s the Museum of Modern Art. There’s a Kandinsky exhibition. P That isn’t exactly my idea of a great night out. J What about staying in and watching a movie on TV? P I’m in New York. I can watch TV anywhere. J Who’s that? R It’s a text from Kerri. She’s doing a gig at the Bowery Ballroom. P Kerri who? R Kerri Johnson. I interviewed her last week. P Kerri Johnson? I’ve seen her play live. She’s cool. Do you like her, Jenny? J I have to admit I’m not crazy about her music…or her, for that matter. P I didn’t think so. So shall we go there? R Why not? Actually, Kerri’s staying very near here and she doesn’t know New York very well. We could meet her outside and go together. P That’s a great idea! R I’ll send her a text. J I think I might have an early night. You two can go on your own. R Are you sure you don’t mind? P Of course she doesn’t mind! J No, Rob, it’s fine. I have another busy day tomorrow. You do, too, actually. R I know, we’re meeting Don. I haven’t forgotten…Oh, it’s Kerri. She’s on her way now. P What are we waiting for? Let’s go!

*** M J M J M J

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Hello? Hi, Monica – it’s not too late to call, is it? Jenny! No, why? Are you OK? I need to talk. Can you come over? Why don’t you take a cab? OK, thanks.

b Give Sts time to read questions 1–7 and to think who might have made each suggestion. Now play the video / audio again, and get Sts to write the correct initial. Get Sts to compare with a partner, and then check answers. 1  P  2  J  3  P   4  J  5  J  6  P  7  R EXTRA SUPPORT  

If there’s time and you are using the video, you could get Sts to watch again with subtitles, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases. c e 7.25  Give Sts a minute to read through the extracts from the conversation and to think about what the missing words might be. Now play the video / audio again, and get Sts to complete the gaps. Get Sts to compare with a partner, and then check answers. 1  do, Let’s   2  don’t, keen, could   3  How  4  What   5  shall, Why   6  could, idea

e 7.25 1

P What shall we do now? R What do you want to do? P Well…I haven’t been on a dance floor for weeks now. I’ve got to move my body. Let’s go dancing!

2

J I’m going running in the morning. Why don’t you join me? P No, thanks. I’m not very keen on running. But I’ve read about this place called Deep Space, where they play great music. We could go there.

3

J What about going to the late show at MOMA? P MOMA? What’s that?

4

J What about staying in and watching a movie on TV? P I’m in New York. I can watch TV anywhere.

5

P I didn’t think so. So shall we go there? R Why not?

6

R We could meet her outside and go together. P That’s a great idea!

d Focus on the Verb forms box and go through it with the class. Now focus on the instructions and make sure Sts understand the word emphatic (= given with force to show that it is important). Get Sts to compare with a partner, and then check the answer. Let’s (go dancing).

e e 7.26  Tell Sts to focus on the highlighted phrases in the extracts in c. They should listen and repeat the phrases, copying the rhythm and intonation. Play the video / audio, pausing for Sts to watch or listen and repeat.

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e 7.26

See highlighted phrases in Student’s Book on p.118

Then repeat the activity, eliciting responses from individual Sts. f Put Sts in pairs and tell them to practise the conversations in c. Monitor and help, encouraging Sts to pay attention to rhythm and intonation. Make sure Sts swap roles. g MEDIATION ACTIVITY   Put Sts in small groups and tell them to organize their end-of-term class party using the expressions for making suggestions. Monitor and help. Get some feedback from various groups.

3 r THE MORNING AFTER THE NIGHT BEFORE a e 7.27  Focus on the photos and ask Sts some questions, e.g. Where are Rob and Jenny? What’s happening?, etc. Now either tell Sts to close their books, and write the question on the board, or get Sts to focus on the question and cover the rest of the page. Play the video / audio once the whole way through, and then check the answer. Rob and Jenny have a meeting with Don, but Rob hasn’t come in to work, because he isn’t feeling well.

e 7.27

J = Jenny, R = Rob, D = Don J R J R J J J R J R J R J R J D J D J D J

Rob? Hi, Jenny. Are you OK? Where are you, anyway? I’m at home. I’m feeling terrible. We got back really late last night. Why doesn’t that surprise me? You know, you’re not a student any more.  I know. There was a party after the gig – Kerri invited us, and of course Paul said yes. And this morning’s meeting? In…ten minutes? That’s why I’m calling. I’m not going to make it. I’m really sorry. Rob! It’s a very important meeting! I’ll cover for you this time, but I won’t be able to do it again. It won’t happen again. I promise. Anyway, Paul’s leaving. He’s leaving? That’s right. He’s off to Boston this afternoon. Maybe that’s a good thing. I mean, it’s not that I don’t like Paul, but… I know, I know… I have to go. Talk to you later. Jenny, have you seen Rob? I wanted to have a word with him before the meeting, and he isn’t even here. I know. He just called to say he can’t make it. He what? I was with him last night. He wasn’t feeling very well. But it’s OK – he told me everything I need to know for the meeting. Oh. OK, then. You know Rob. He’s such a professional.

b Focus on the instructions and give Sts time to read sentences 1–7. Make sure Sts realize they must use between one and three words only to complete each sentence. Play the video / audio again, pausing if necessary to give Sts time to complete the sentences. Get Sts to compare with a partner, and then check answers. 1  terrible  2  a party   3  the meeting   4  important meeting   5  it won’t happen   6  is leaving   7  a professional EXTRA SUPPORT   If there’s time and you are using the video, you could get Sts to watch again with subtitles, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases.

c Focus on the Social English phrases. In pairs, get Sts to see if they can remember any of the missing words. EXTRA CHALLENGE  

In pairs, get Sts to complete the phrases

before they listen. d e 7.28  Play the video / audio for Sts to watch or listen and complete the phrases. Check answers. If you know your Sts’ L1, you could get them to translate the phrases. 1  anyway  2  why  3  happen  4  off   5  that  6  word  7  such

e 7.28 1 2 3 4 5 6 7

Where are you, anyway? That’s why I’m calling. I’m not going to make it. It won’t happen again. He’s off to Boston this afternoon. I mean, it’s not that I don’t like Paul, but… I wanted to have a word with him before the meeting. He’s such a professional.

Now play the video / audio again, pausing after each phrase for Sts to watch or listen and repeat. e Focus on the instructions and make sure Sts understand what they have to do. Get Sts to compare with a partner, and then check answers. A  7  B  2  C  6  D  5  E  3  F  4  G  1

Now put Sts in pairs and get them to practise the conversations. Finally, focus on the CAN YOU…? questions and ask Sts if they feel confident they can now do these things. If they feel that they need more practice, tell them to go to Online Practice to watch the episode again and practise the language.

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8A The right job for you G   choosing between gerunds and infinitives V  work P   word stress

Lesson plan The topic of this lesson is work. In the first half of the lesson, Sts learn words and phrases related to work, and these are recycled and practised orally in Pronunciation and Speaking. The grammar focuses on when Sts have to use a gerund (or -ing form) or an infinitive, and the context is a questionnaire which helps people to see what kind of job would most suit their personality. The grammar is practised in a speaking activity. The first half of the lesson ends with Sts writing a covering email to go with a job application. In the second half of the lesson, Sts read about a British TV programme called Dragons’ Den, in which contestants try to convince a panel of business people to invest in a product or service. In Listening, they hear a contestant talking about his experience on Dragons’ Den. Finally, in Speaking, Sts take part in a role-play where they present a new product to the class, as if they were appearing on the programme.

More materials for speakers of Spanish For teachers on Oxford Premium Photocopiables Grammar  choosing between gerunds and infinitives Communicative  I think… Vocabulary Work For students Workbook 8A Online Practice  8A Plus extra Vocabulary and Pronunciation for speakers of Spanish: job suffixes; shifting word stress Grammar and Vocabulary Pocket Book OPTIONAL LEAD-IN (BOOKS CLOSED)   Do a jobs quiz. Put Sts in pairs or small groups, then read out the following quiz questions or write them on the board. CAN YOU NAME…?

• TWO JOBS WHICH PEOPLE DO IN A RESTAURANT • TWO JOBS CONNECTED WITH TRANSPORT • TWO JOBS THAT PEOPLE DO IN A HOSPITAL • TWO JOBS WHERE YOU SPEND A LOT OF TIME OUTSIDE • TWO JOBS IN ENTERTAINMENT Elicit some answers, making sure Sts can spell and pronounce the words correctly. Some possible answers

• waiter, chef, etc. • taxi driver, pilot, bus driver, etc. • nurse, doctor, etc. • police officer, farmer, etc. • actor, singer, musician, etc.

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1 VOCABULARY work a Books open. Focus on pictures 1–9 and sentences A–I. Tell Sts they must match the sentences and pictures. Point out that the first one (E1) has been done for them. Give Sts, in pairs, a couple of minutes to complete the task. b e 8.1  Play the audio for Sts to listen and check. Check answers. Model and drill pronunciation of the bold words and phrases. 2  I  3  G  4  D  5  C  6  F  7  H  8  A  9  B  

e 8.1

E 1 Clare worked for a marketing company. I  2 She had to work very long hours and do overtime. G 3 She had a good salary, but she didn’t like her boss. D 4 They had an argument, and Clare was sacked. C   5 She was unemployed, and had to look for a job. F   6 She applied for a lot of jobs, and sent in CVs. H 7 She had some interviews, but didn’t get the jobs. A  8 She decided to set up an online business selling birthday cakes. B 9 Her business is doing very well. Clare is a success!

Vocabulary notes Point out that: • set up = start (a business) • we use apply for when sending a letter or a completed form to a company to ask for a job (usually in response to an advertisement). • CV stands for Curriculum Vitae (but we always use the abbreviated form) and means a document which shows your education / qualifications, experience, and interests. • overtime = extra hours that you work over and above your normal working hours • sacked can be used with either be or get. If you are sacked, you lose your job. Now get Sts to cover the sentences and look at the pictures. Then get them to retell the story, in their pairs, from memory, A testing B and then swapping. Then elicit the story from the class by asking individual Sts. EXTRA SUPPORT  

Before Sts work in pairs, you could elicit from the whole class the sentence for each picture. c Now tell Sts to go to Vocabulary Bank Work on p.235.

Vocabulary notes You could point out the difference between the nouns job and work: • job is a countable noun, e.g. There are several jobs available in this company. I’m looking for a job. Did they offer you the job? • work is an uncountable noun and has no plural, e.g. I’m looking for work. I have a lot of work to do today. Looking after children is very hard work.

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Focus on 1 Verb phrases and get Sts to do a individually or in pairs. e 8.2  Now do b. Play the audio for Sts to listen and check. Check answers. e 8.2

Work 1 Verb phrases

1 Dan has to do overtime. He has to work extra hours. 2 Matt got promoted last week. He was given a more important job. 3 Most nurses have to work shifts. Sometimes they work during the day and sometimes at night. 4 A man in our department was sacked yesterday. The boss told him to leave. 5 Colin was made redundant. He lost his job because the company didn’t need him any more. 6 The director of the company is going to resign. He has decided to leave his job. 7 Lilian is going to retire next month. She’s sixty-five, and she’s going to stop working. 8 Angela has set up a business selling clothes online. She had the idea and has started doing it. 9 Everyone in the office has to do a training course. They need to learn how to use the new software. 10 Mandy applied for a job online. She replied to an advert and sent in her CV. 11 My parents run a language school in Brighton. They employ six teachers, who teach English to foreign students.

Now either use the audio to drill the pronunciation of the verb phrases, or model and drill them yourself. Point out the silent g in resign. Give further practice of any words your Sts find difficult to pronounce. Finally, get Sts to cover the first sentence in each number and look at the second one. Can they remember the verb or verb phrase used in each one? For Activation, either put Sts in pairs or do this as a whole-class activity. If Sts worked in pairs, get some feedback from various pairs. Now focus on 2 Saying what you do and get Sts to do a and b individually or in pairs. e 8.3  Now do c. Play the audio for Sts to listen and check. Check answers. e 8.3

2 Saying what you do a 1 2 3 4 5 b 1 2 3 4 5

I’m unemployed. He’s self-employed. He’s a freelance designer. It’s a temporary job. It’s a part-time job. I work for a multinational company. I’m in charge of the Marketing Department. I’m responsible for customer loans. I’m at school. I’m in my third year at university.

Now either use the audio to drill the pronunciation of the sentences in a, or model and drill them yourself. Highlight the silent syllable in temporary. Give further practice of any words your Sts find difficult to pronounce.

Now focus on 3 Word-building and the typical endings for job words. In pairs or individually, give Sts time to do a and b. e 8.4  Now do c. Play the audio for Sts to listen and check. Check answers by eliciting the words onto the board. e 8.4

3 Word-building a 1 2 3 4 5 6 b 1 2 3 4 5 6

promote, promotion apply, application retire, retirement employ, employment qualify, qualification resign, resignation science, scientist law, lawyer music, musician pharmacy, pharmacist farm, farmer translate, translator

Either get Sts to underline the stressed syllable in the new words before playing the audio again, or play the audio again, pausing after each word for Sts to underline the stressed syllable. Elicit which syllables are stressed and underline them on the board. a 2  5  b 1  5 

application  3  retirement  4  employment   qualification  6  resignation   scientist  2  lawyer  3  musician  4  pharmacist   farmer  6  translator

Now either use the audio to drill the pronunciation of the words, or model and drill them yourself. Give further practice of any words your Sts find difficult to pronounce. For Activation, get Sts to cover the Noun columns and look at 1–6 in a and b. They can test each other or themselves on the nouns. Now write the four endings on the board. Put Sts in pairs and get them to think of two more jobs for each ending. Elicit answers onto the board. Possible answers -er:  hairdresser, banker -or:  actor, director -ian:  electrician, optician -ist:  pianist, receptionist EXTRA IDEA   If most of your Sts work, get them to tell you what they do.

Tell Sts to go back to the main lesson 8A. EXTRA SUPPORT   If you think Sts need more practice, you may want to give them the Vocabulary photocopiable activity at this point.

d Focus on the Words with different meanings box and go through it with the class. Now put Sts in pairs and get them to discuss the difference between sentences a and b in 1–5. Check answers.

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1 a  running = in charge of, managing b  running = as a sport 2 a  was fired = lost her job b  fired = shot 3 a  work = it’s my job. b  doesn’t work = is broken 4 a  market = the number of people who want to buy sth b  market = an open area for shopping 5 a  company = business b  good company = a nice person to be with FOR SPEAKERS OF SPANISH  

Online Practice Vocabulary: job

suffixes FOR SPEAKERS OF SPANISH  

Pocket Book Vocabulary: work

2 PRONUNCIATION & SPEAKING  word stress a Focus on the words and phonetics and ask Sts if they can remember how the phonetics show them where the stress falls (the syllable after the apostrophe (ˈ) is the one which is stressed). Get Sts to underline the stressed syllable in each word. b e 8.5  Play the audio, pausing after each word for Sts to listen and check. You could also ask Sts to tell you how each word is pronounced just before you play it. Check answers. e 8.5 1 2 3 4 5

apply salary redundant experience overtime

6 7 8 9 10

permanent qualifications resign responsible temporary

Now give Sts a few minutes to practise saying the words. You could get them to practise saying the words correctly by looking only at the phonetics and / or by repeating after the audio. c Focus on the task and give Sts time to read the questions and think of the answers for the person they are thinking of. d Focus on the example. Put Sts in pairs, A and B. Get Sts B to start by telling their partner who they are going to talk about. Then get Sts A to ask the questions in c. Encourage Sts to give, and ask for, as many details as they can. Make sure Sts swap roles. Get some feedback. EXTRA SUPPORT   To help Sts with the task, tell them about a

real person you know for two or three of the questions. FOR SPEAKERS OF SPANISH  

Online Practice Pronunciation:

shifting word stress

3 GRAMMAR  choosing between gerunds and

infinitives

a Focus on the instructions and the questionnaire. Quickly go through the questionnaire with Sts and make sure they understand all the vocabulary, e.g. instincts, improvise, etc. Get Sts to complete it individually or in pairs. Check answers. They should be able to do this reasonably well from what they already know and by instinct. If Sts ask for a reason why a particular verb has to be in the 108

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gerund or infinitive, tell them that they will see all the rules in the Grammar Bank. 2  6  10  14 

helping  3  not earning   4  listening  5  making   Taking  7  to work   8  managing  9  expressing   to follow   11  to be   12  improvising  13  Doing   solving  15  to understand   16  to calculate

b Now tell Sts to read each sentence in the questionnaire individually, and tick the sentences that they strongly agree with. When they have finished, get them to compare their answers with a partner, explaining why they have ticked certain statements. c Focus on the instructions and tell Sts to go to Communication Match your personality to the job on p.180. Get Sts to read the ‘answer’ paragraph corresponding to the section where they have most ticks. Some Sts may have an equal number of ticks in two sections, in which case they should read both answer sections. Get feedback from some Sts to find out what kind of job, according to the questionnaire, would suit them, and if this is the kind of job that they would actually like to do. If some of your Sts already have jobs, ask them what they think of the results of the questionnaire. Tell Sts to go back to the main lesson 8A. d Now focus on the rules and give Sts time to complete them individually or in pairs. Check answers. 1  the gerund   2  to + infinitive   3  to + infinitive   4  the gerund   5  the gerund

e Tell Sts to go to Grammar Bank 8A on p.218.

Grammar notes Sts who used English File A2/B1 have learned rules for using gerunds (or -ing forms) and the infinitive (with to) before, but separately. In this lesson, they are brought together. Sts will see in this lesson that there are three common verb forms in English: to go (infinitive with to), go (infinitive without to), and going (gerund or -ing form). !   Like is listed as a verb which takes the gerund; however, Sts may hear or see it used with the infinitive with to, e.g. in American English, and they will be understood using either form. However, in British English there is a subtle difference in meaning, which you may want to point out to your Sts. Compare:

I like getting up early in the morning. = I enjoy it. I like to get up early in the morning. = I think it is a good idea to do this (but I don't necessarily enjoy doing it). Verbs which can take either the gerund or infinitive, but with a different meaning, will be focused on in more detail in English File B2.2. Emphasize the importance of learning which verb form to use after a particular verb or construction, and give Sts plenty of practice. In time, they will develop an instinctive feel for whether a gerund or infinitive is required. Focus on the example sentences and play audio e 8.6, e 8.7 and e 8.8 for Sts to listen and repeat. Encourage them to copy the rhythm. Then go through the rules with the class.

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Focus on the three information boxes and go through them with the class. Now focus on the exercises and get Sts to do them individually or in pairs. Check answers, getting Sts to read the full sentences. a 1  5  9  b 1 2 3 4 5 6 7 8 9

to spend   2  Applying  3  to do   4  to open   not to ask   6  working  7  solving  8  not going   modelling  10  to learn My parents are planning to retire before they are 65. Rob spends three hours commuting to work and back every day. Mark and his wife agreed not to worry about the problems he had at work. Did you remember to lock the door? In the end I decided not to buy the shoes because they were very expensive. The manager lets us leave work early on Fridays. All employees must wear a jacket and tie at work. Please try not to make any more mistakes in the report. I don’t mind doing overtime during the week.

Tell Sts to go back to the main lesson 8A. EXTRA SUPPORT   If you think Sts need more practice, you may want to give them the Grammar photocopiable activity at this point.

f Focus on the instructions and then give Sts time to choose five topics and to write a couple of words and think about what they are going to say. Demonstrate the activity by talking about a couple of the topics yourself. g MEDIATION ACTIVITY   Put Sts in small groups of three or four and get them to tell the other people in the group what they have written. The others should listen and ask for more information when possible. Monitor to check that Sts are using the correct forms of the verbs. Make sure Sts swap roles. Get feedback from various groups. FOR SPEAKERS OF SPANISH  

Pocket Book Grammar: gerunds

and infinitives

4 WRITING  a covering email In this writing lesson Sts practise writing a formal ‘covering’ email, i.e. the email you include with your CV when you send it to a company or organization in response to a job advertisement. The layout and style apply both to letters and emails. Tell Sts to go to Writing A covering email on p.193. a Focus on the job advertisement and make sure Sts understand all the lexis. In pairs, Sts tell each other which position they could apply for and why. Get some feedback and get Sts to tell you what a CV is. You could have a show of hands for each position, to see if one is more popular than the others. b Focus on the task and explain / elicit what a covering email (or covering letter) is (= an email / letter you send when you also attach / enclose something else, e.g. a CV or a form, where you explain what you are sending and why). Remind Sts that the email is formal, and that they should circle the expression that they think is more formal in each pair.

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Get Sts to compare with a partner, and then check answers. You might want to point out that enclose in 4 would be the correct verb if Ricardo were sending a letter, not an email. 1  I am writing   2  I have been working   3  I speak English very well   4  attach   5  I look forward to hearing from you.   6  Yours faithfully,

Focus on the information box A formal email and go through it with the class. c Tell Sts they are going to apply for one of the jobs in the next World Athletics Championships, so they need to write a covering email. Sts should use Ricardo’s email as their model to help them, and the box A formal email. If Sts have not had any work experience, tell them to invent the details. You may like to get Sts to do the writing in class, or you could set it as homework. If you do it in class, set a time limit for Sts to write their covering email, e.g. 15–20 minutes. d Sts should check their work for mistakes before giving it in. Tell Sts to go back to the main lesson 8A.

5 READING  predicting from evidence a Focus on the instructions and the four questions. Point out the Glossary and give Sts time to read the first paragraph and answer the questions. Get Sts to compare with a partner, and then check answers to 1–3. Elicit answers to 4 and find out if Sts like the programme. EXTRA SUPPORT   Before Sts read the article the first time, check whether you need to pre-teach any vocabulary.

1 They are five multi-millionaires who have made their fortunes through business. 2 In the ‘Den’, the room where the programme is filmed 3 The contestants present their product to the ‘Dragons’ in three minutes. The Dragons ask them questions and decide whether or not to invest in the contestants’ businesses. If they decide not to invest, they say ‘I’m out.’

Deal with any other new vocabulary. Model and drill the pronunciation of any tricky words. b Sts now look at the photos, read about three products that were presented on the show, and answer the three questions. You may want to explain the names Slappies and Tangle Teezer by telling Sts that the idea of the watch is that you slap it on your wrist and the strap closes (demonstrate slap if necessary), and that hair is tangled when it is knotted and hard to comb. Put Sts in pairs or small groups and get them to discuss their ideas. Elicit opinions from various groups. Don’t tell them if they are correct. c Put Sts in groups of three, A, B, and C. Tell them to go to Communication Dragons’ Den, A on p.181, B on p.185, and C on p.186. Sts A read about Tingatang, Sts B read about Slappie watches, and Sts C read about Tangle Teezer. Go through the instructions and make sure Sts know what to do.

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When they have finished reading, they must tell their group about their product. Finally, check the answers to the three questions in b in the main lesson. 1 The product the Dragons invested in and has been successful: Slappie watches 2 The product the Dragons didn’t invest in and has been a failure: Tingatang 3 The product the Dragons didn’t invest in, but has been very successful: Tangle Teezer

Tell Sts to go back to the main lesson 8A. d Do the questions as a whole-class activity.

6 LISTENING  listening and making notes a Focus on the photo of two Dragons’ Den contestants and their product. Elicit from Sts if they think the contestants were successful, but don’t tell them yet if they are correct. You could elicit opinions with a show of hands. b e 8.9  Focus on the task and give Sts time to read sentences 1–8. Play Part 1 of the interview. Give Sts time to mark the sentences T (true) or F (false). EXTRA SUPPORT  

Read through the script and decide if you need to pre-teach any new lexis before Sts listen. e 8.9

(script in Student’s Book on p.201)

I = interviewer, J = Joe Kenyon Part 1

I Whose idea was it to go on the programme? J It was my idea. I applied without telling my business partner Jake. Of course, I never really expected to get on it. But then they phoned me from the BBC and said, ‘You’re on the programme,’ so that’s when I told him. I Did you spend a long time preparing your pitch? J Yes. We worked really hard, and we practised a lot so that we knew the pitch word for word. The evening before the show, we actually went for a run – up in Manchester, where it’s filmed – and we went running together, just repeating the pitch over and over again. I How did you feel when you arrived at the Den? J Erm, well, we were told to get to the set at about eleven o’clock, the night before, because you had to prepare everything in advance, like any furniture you need, things like that. It was freezing cold, and we were exhausted – we didn’t get back to our hotel until the middle of the night – and a car came to pick us up a few hours later, at half five in the morning. I What time did you actually do your pitch? J Erm, half past eleven. So we were lucky because we were the first in that particular programme. I Why lucky? J Because we didn’t have to wait too long. The other contestants spent ages just waiting around. Some of them – the ones who are on last – had to wait twelve hours! I Did you meet the Dragons before you went in to do the pitch? J No. You’re not allowed to. Like, if you go to the toilet before you go on, someone has to escort you in case you meet a Dragon. So the first time you see them is when you go into the Den. EXTRA SUPPORT   You could check whether answers are true

or false before Sts listen again and correct the false ones. c Tell Sts they are going to listen to the interview again and this time they must correct the false sentences. Play the audio again the whole way through. Check answers. 110

1 2 3 4 5 6 7 8

F (Joe applied without telling Jake.) F (They worked very hard and practised a lot.) T F (They practised their pitch the night before and they prepared the furniture they needed.) T F (They were the first contestants.) T F (Contestants aren’t allowed to meet the Dragons before they go on.)

EXTRA SUPPORT   If there’s time, you could get Sts to listen again with the script on p.201, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases.

d e 8.10  Now tell Sts to listen to what happened in Part 2 and answer the question. Play the audio once the whole way through. Then play again if necessary. Check the answer. EXTRA SUPPORT   Read through the script and decide if you need to pre-teach any new lexis before Sts listen.

They were offered a job, not investment in their business.

e 8.10

(script in Student’s Book on pp.201–202)

Part 2

I What were the Dragons like? J Well, they’re obviously told by the producers to be really unfriendly and aggressive. So I remember thinking, when the doors opened and we walked in, what I wanted to do was just to smile at one of them. That was my way of making myself relaxed. And I looked at Deborah Meaden because she was in the middle, and I smiled at her, but she just, you know, stared at me, stonyfaced, to make me feel nervous. And it worked. I Did you think you did a good presentation? J Yeah, we did. But Jake, who usually never gets anything wrong, he forgot his first words, and he just never does that. So we both thought, when he got the introduction wrong, that it was going to go badly, but it didn’t. I So what happened after you’d done your pitch? J Yeah, well, four of the Dragons said, ‘I’m out’ – they said they weren’t interested. So we were feeling pretty depressed – pretty negative. I And then? J The last Dragon was Peter. And he’s quite scary – he’s incredibly tall: over two metres. And at first he really criticized us. But then he told us he had a big chain of camera shops called Jessops and they were starting online printing and photo framing as part of their business. And then he said, ‘I’ve got fifteen guys in Hong Kong trying to do what you guys are doing, but you guys are doing it better. I’m going to offer you both a job.’ I Were you very surprised? J Totally, because it had never happened on Dragons’ Den before. In ten years they’d never offered someone a job. I So he offered you jobs, just like that? J Well, his offer was that he wanted to have our business, and for us to work with him at Jessops. I With a good salary? J Very. I So what did you do?

e Tell Sts they are going to listen to Part 2 again and they must make notes for questions 1–6. Play the audio again. You could pause it each time Joe has answered the interviewer’s question, to give Sts time to write.

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Get Sts to compare with a partner, and then check answers. 1 He smiled at her to help himself to relax, but she just stared at him to make him feel nervous. 2 Jake forgot his first words, which he never usually does. 3 Four of the Dragons said, ‘I’m out,’ to show that they weren’t interested in investing. 4 Peter is incredibly tall – more than two metres – which makes him scary. 5 Peter owns a big chain of camera shops called Jessops. 6 Peter offered them a job, which has never happened on Dragons’ Den before. EXTRA SUPPORT   If there’s time, you could get Sts to listen again with the script on pp.201–202, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases.

f e 8.11  Focus on the task and elicit some opinions to the first question. Now play the end of the interview once the whole way through. Get Sts to compare with a partner, and then check answers. EXTRA SUPPORT  

Read through the script and decide if you need to pre-teach any new lexis before Sts listen. Joe and Jake decided not to accept the jobs, because it wasn’t a good time and they were enjoying running their own business. Yes, they think it was the right decision, and they don’t regret it.

e 8.11

(script in Student’s Book on p.202)

Part 3

J It was very stressful because we knew we had to make a decision immediately. So Jake said, ‘Yes, let’s take the jobs,’ but I said, ‘You don’t want to work for Jessops.’ And he stayed silent and I said, ‘I don’t want to work for Jessops.’ I mean, neither of us were in a position where we could have dropped everything and gone and worked for Jessops full-time. It was completely…it was ridiculous. I So you said no? J That’s right. I Have you ever regretted saying no? J No, not for a second. It was still early days for us then, so we were still kind of having fun and enjoying running our own business. And things worked out well for us. Frame Again was successful, and eventually we sold the business this year. I But not to one of the Dragons? J No, but that would have been perfect!

7 SPEAKING a e 8.12  Tell Sts they are now going to listen to Joe and Jake on Dragons’ Den. They must listen and order questions A–E in the order that Joe and Jake answer them. Give Sts time to read A–E. Make sure they understand all the lexis, e.g. slogan. Play the audio once the whole way through. Get Sts to compare with a partner, and then play again if necessary. Check answers. A  4  B  2  C  1  D  5  E  3

e 8.12

(script in Student’s Book on p.202)

Ja = Jake Hayman, J = Joe Kenyon

Ja Good morning. I’m Joe and this is Jake. Oh no, sorry, I’m Jake and this is Joe, and we’re here to tell you about our new product, Frame Again. J Frame Again is an online service for printing and framing your photos. At the moment, it’s easy to take a photo, but it’s difficult to print and frame it attractively. With Frame Again, it couldn’t be simpler. First, you upload your photo to the Frame Again website, straight from your phone, tablet, or computer. Then you choose the colours of your frame. Then we print, frame, and deliver your photo to you the very next day. It’s quick and it’s easy. The product’s great, and the service is great. Ja Frame Again is for today’s smartphone photographers and Instagram users. That’s why we designed a modern frame which is square – perfect for framing Instagram photos. We think it will be very popular, because the frames look great in any home or office. J One photo, printed, framed, and delivered to your door, will cost twelve pounds ninety-nine. Ja Our slogan is ‘Printed, framed, and delivered in twenty-four hours.’

b

MEDIATION ACTIVITY   Focus on the instructions and put Sts in pairs. Give Sts time to think about their product and answers to questions A–E in a. c Focus on the Presenting a product box and go through it with the class. In their pairs, Sts prepare their pitch, taking turns to speak. d Focus on the instructions and get Sts to ‘invest’ in the products or say ‘I’m out’ (and explain why). Now get all the pairs to present their product to the class.

EXTRA SUPPORT   If there’s time, you could get Sts to listen again with the script on p.202, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases.

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8B Have a nice day! G   reported speech: sentences and questions V   shopping, making nouns from verbs P   the letters ai

Lesson plan Shopping and customer service are the main themes for this lesson, which revises and extends Sts’ knowledge of reported speech. At the beginning of the lesson, Sts read an article about someone’s shopping experience and then discuss how helpful or unhelpful sales assistants can be. This article provides the context for the presentation of reported speech. Grammar is followed by shopping vocabulary and a questionnaire. In the second half of the lesson, Sts read five stories about good customer service. This leads into a spot on the different pronunciations of the letters ai. In Listening, Sts listen to a true story about bad customer service, and then talk about their own experiences. Vocabulary focuses on how to make nouns from verbs. Sts then watch a video about complaining, and how to do it politely and successfully, and role-play making complaints. Finally, in Writing, Sts are shown how to write an email of complaint.

More materials for speakers of Spanish For teachers on Oxford Premium Photocopiables Grammar  reported speech: sentences and questions Communicative  I want to speak to the manager Resources Video  How to complain For students Workbook 8B Online Practice  8B Plus extra Vocabulary, Pronunciation, and Listening for speakers of Spanish: more shopping words and phrases; consonant endings; Selling second hand Grammar and Vocabulary Pocket Book OPTIONAL LEAD-IN (BOOKS CLOSED)  

Write on the board: PETROL FRUIT AND VEGETABLES ELECTRONIC DEVICES

Ask Sts to think about when they buy these things. Then ask if they prefer to be helped by an assistant or choose / serve themselves, and why.

1 READING & SPEAKING a Books open. Focus on the instructions and make sure Sts know what a customer and a sales assistant are. Give Sts time to mark 1–10 C (customer) or SA (sales assistant). Check answers, making sure Sts understand all the lexis. You may want to point out that changing rooms are also sometimes called fitting rooms. EXTRA SUPPORT  

1  SA  2  SA  3  C  4  SA  5  C  6  SA  7  C  8  C   9  SA  10  SA

b Give Sts time to read the article and answer the question. Check the answer. EXTRA SUPPORT   Before Sts read the article the first time, check whether you need to pre-teach any vocabulary.

No. The second one talked too much and kept asking questions.

c Focus on the instructions, making sure Sts understand appropriate /əˈprəʊpriət/ (= acceptable for the particular circumstances). Now give Sts time to read the article again and underline all the questions the second sales assistant asks, and decide which ones they think aren’t appropriate. Get Sts to compare with a partner, and then check answers. He asks seven different questions (he repeats one): • Hello, do you need any help? • Are you going anywhere nice? (x 2) • Where do you work? • Do you like football? • Are you going to watch the England match? • What are you doing after work? • Are you doing anything for the rest of the day? Many people would think that only the first one is appropriate.

Deal with any new vocabulary. Model and drill the pronunciation of any tricky words. d Do this as a whole-class activity.

2 GRAMMAR  reported speech: sentences and

questions

a Focus on the instructions and the example. Give Sts time to write the sales assistant’s questions for 2–5 and the customer’s answers. Get Sts to compare with a partner, and then check answers. 2 3 4 5

112

Put Sts in pairs to do the activity.

‘Where do you work?’  ‘I work in an office round the corner.’ ‘Do you like football?’  ‘It’s OK.’ ‘Are you going to watch the England match?’  ‘No, I’m not.’ ‘What are you doing after work?’  ‘I’m having dinner with a friend.’

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b Tell Sts to go to Grammar Bank 8B on p.219.

Grammar notes Reported sentences This is a structure which may be new for some Sts and not for others (it was introduced in English File A2/B1, in File 12). The basic principle of reported speech is quite straightforward – when you report what someone else said, you move the tenses / forms ‘backwards’, i.e. present to past, will to would, etc. !   Must changes to had to BUT mustn’t stays the same, e.g. ‘You mustn’t touch it.’ She said I mustn’t touch it.

Point out that that after say and tell is optional. You should point out that when direct speech is reported at a later time or in a different place from when / where it was originally said, some time / place words may change as well, e.g. tomorrow may change to the next day, this to that, etc. ! 

In conversation, people sometimes do not change the past to the past perfect. Some typical mistakes include: • confusing tell and say, e.g. He said me that he was ill. • forgetting to change the tenses, e.g. The waiter said he will call the manager. Reported questions These will probably be new to most Sts. The most important things to emphasize are the change in word order and the use of if / whether in yes / no questions. Some typical mistakes include: • forgetting to change the word order in reported questions, e.g. She asked him what was his name. • using did in reported questions in the past, e.g. They asked me where I did live. Focus on the example sentences and play audio e 8.13 and e 8.14 for Sts to listen and repeat. Encourage them to copy the rhythm. Then go through the rules with the class. Focus on the two information boxes, and go through them with the class. Now focus on the exercises and get Sts to do them individually or in pairs. Check answers, getting Sts to read the full sentences. a 1 2 3 4 5 6 7 b 1 2 3 4 5

My friend Tim said (that) he was selling all his books. Emma told me (that) she had booked the flights. My mother told me (that) my new dress didn’t suit me. Matt said (that) he might not be able to go to the party. Jenny said (that) she wouldn’t wear those shoes again. My brother told me (that) he hadn’t bought me a present. Luke told me (that) he couldn’t find anywhere to park.

My parents asked me when I was leaving. She asked him if / whether he had ever been married. Anna asked Robert if / whether he would be home early. My sister asked me where I usually bought my clothes. We asked him if / whether he had worn a suit to the job interview. 6 I asked Lisa if / whether she ever went to the theatre. 7 Sally asked the policeman if / whether he could help her.

Tell Sts to go back to the main lesson 8B.

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EXTRA SUPPORT   If you think Sts need more practice, you may want to give them the Grammar photocopiable activity at this point.

c e 8.15  Focus on the task and the example. Tell Sts they are going to hear a question being asked by a man to a woman, or vice versa, and they will also hear the answer. Then they will hear the question again, and they must change it to either He asked her or She asked him and put the question and answer in reported speech. Tell Sts they will hear each mini conversation once before they need to make the changes. Play the example and make sure Sts understand what they have to do. Then play the audio, pausing if necessary after each question and answer to give Sts time to make the change. e 8.15

M = man, W = woman, N = narrator 1 M W M N W N

2

W M W N M N

3

M W M N W N

4

M W M N W N

5

W M W N M N

6

M W M N W N

Where do you live? I live in the city centre. Where do you live? (pause) He asked her where she lived. I live in the city centre. (pause) She said that she lived in the city centre. What are you doing in the evening? I’m going to the cinema. What are you doing in the evening? (pause) She asked him what he was doing in the evening. I’m going to the cinema. (pause) He said that he was going to the cinema. Will you be at home at eight o’clock? No, I’m going out. Will you be at home at eight o’clock? (pause) He asked her if she would be at home at eight o’clock. No, I’m going out. (pause) She said that she was going out. Where did you buy your bag? I bought it online. Where did you buy your bag? (pause) He asked her where she had bought her bag. I bought it online. (pause) She said that she had bought it online. Have you seen the new James Bond film? I’ve seen it twice! Have you seen the new James Bond film? (pause) She asked him if he had seen the new James Bond film. I’ve seen it twice. (pause) He said that he’d seen it twice. Can I try on the jacket? The changing rooms are over there. Can I try on the jacket? (pause) He asked her if he could try on the jacket. The changing rooms are over there. (pause) She said that the changing rooms were over there.

EXTRA SUPPORT   To help Sts, write on the board: HE ASKED HER… / SHE ASKED HIM… HE SAID THAT HE… / SHE SAID THAT SHE….

Now play the audio again, eliciting responses from Sts. FOR SPEAKERS OF SPANISH  

Online Practice Pronunciation:

consonant endings FOR SPEAKERS OF SPANISH   Pocket Book Grammar: reported speech: sentences and questions

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3 VOCABULARY & SPEAKING shopping a Focus on the task and put Sts in pairs to discuss the difference between the pairs of words. Check answers. Alternatively, you could give Sts a minute or so to discuss them one by one, and elicit answers before moving onto the next pair of words. Model and drill pronunciation of the words. 1 A basket is a small container for holding or carrying things; a trolley is a large basket on wheels. 2 When you use a credit card, you don’t have to pay the money immediately; with a debit card, you do. 3 A receipt is a piece of paper to prove you’ve paid for something; a refund is money you get back if you return something you’ve bought. 4 A discount is money taken off the usual cost of something; a bargain is a thing bought for less than the usual price. 5 A chain store is one of a series of similar shops owned by the same company; a department store is a large shop divided into different sections, which sell a lot of different things. 6 A library is a place where you can borrow (but not buy) books; a bookshop is a shop where you can buy books. 7 To put on a shirt is to get dressed; to try on a shirt is to put it on before buying it. 8 It fits you means it’s the right size for you; it suits you means it looks good on you.

b

MEDIATION ACTIVITY   Focus on the questionnaire and quickly go through the questions with the whole class. Give Sts time in their pairs to answer all the questions. Encourage them to give as much information as they can. Monitor and help Sts with any vocabulary they need. When they have finished, get some feedback.

EXTRA IDEA   Get the class to interview you first, with some or all of the questions in the questionnaire.

4 READING  predicting the end of a story a Focus on the instructions and give Sts time to read the introduction to the article and answer the question. EXTRA CHALLENGE  

Elicit some ideas before Sts read the

introduction. Check the answer. EXTRA SUPPORT  

Before Sts read the article the first time, check whether you need to pre-teach any vocabulary. Because people can use social networks to tell millions of other people about good or bad service.

b Before Sts read the five stories, focus on the title of the article, Going the extra mile, and elicit / explain what it means (= to make a special effort to help somebody). Now tell Sts to read each story and try to complete the last sentence in each one. Tell Sts that the aim isn’t to guess the exact words, but how the story ends. Get Sts to compare with a partner, and then elicit some ideas from Sts, but don’t tell them if they are correct or not. c Tell Sts to go to Communication Going the extra mile on p.181 to check their answers to b. When Sts have finished reading, find out with a show of hands how many Sts had guessed the endings correctly. Tell Sts to go back to the main lesson 8B. 114

d Focus on the instructions and give Sts time to answer questions 1–4. Get Sts to compare with a partner, and then check answers. 1  B, D, E   ​2  C, E   ​3  B, D   ​4  A, B, D

Deal with any new vocabulary. Model and drill the pronunciation of any tricky words. e Focus on the five questions and give Sts time to think of their choice for each one. Now ask each question to the whole class and elicit some opinions and answers. Online Practice Vocabulary: more shopping words and phrases FOR SPEAKERS OF SPANISH  

5 PRONUNCIATION  the letters ai Pronunciation notes The letters ai between consonants are usually pronounced /eɪ/ if they are stressed, e.g. main, complain. Remind Sts that this sound is a diphthong. If you want to remind them what a diphthong is, refer them back to the information box on diphthongs in Lesson 6B, 4 Pronunciation on p.87. Said has an irregular pronunciation /sed/. The letters ai between consonants but unstressed are pronounced /ə/, e.g. bargain /ˈbɑːgən/. !   The word again is pronounced by some native speakers as /əˈgen/ and by others /əˈgeɪn/.

The letters air are pronounced /eə/. a e 8.16  Focus on the words in the list and tell Sts to listen to the audio and underline the stressed syllable. Play the audio, pausing after each word to give Sts time to complete the task. EXTRA CHALLENGE   Get Sts to underline the stressed syllable in each word before you play the audio.

e 8.16

See words in Student’s Book on p.134

Now focus on the three sound pictures and elicit the words and sounds: train /eɪ/, chair /eə/, and computer /ə/. Give Sts time to put the words in the list in the correct column. Remind them that this kind of activity is easier if they say the words aloud to themselves. b e 8.17  Play the audio for Sts to listen and check. Check answers, eliciting the words onto the board in columns and getting Sts to tell you the stressed syllable in each word. /eɪ/ claim, complain, contain, email, explain, paid, waiter /eə/ airline, fair, hair, repair /ə/ bargain, certain

e 8.17

train /eɪ/  claim, complain, contain, email, explain, paid, waiter chair /eə/  airline, fair, hair, repair computer /ə/  bargain, certain

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Now either elicit the answers to questions 1–3 as a class, or put Sts in pairs to answer them. If Sts worked in pairs, check answers. 1 a  ai when stressed is usually /eɪ/. b  ai when unstressed is usually /ə/. Email is the exception. 2 air is pronounced /eə/. 3 Said is pronounced /sed/. EXTRA SUPPORT   Play the audio again for Sts to listen and repeat after each group of words. Then get them to practise individually or in pairs. EXTRA SUPPORT   If these sounds are difficult for your Sts, it will help to show them the mouth position. You could model this yourself or use the Sound Bank videos on Online Practice.

6 LISTENING  understanding the order of events a Do the questions as a whole-class activity. If you have ever had a problem with luggage when travelling, tell Sts about it.
 b e 8.18  Tell Sts they are going to listen to a story about bad customer service, but first they must listen to six extracts from the programme and complete the gaps. Play the audio once the whole way through. Check answers. 1  throwing  ​2  complained  ​3  claim  ​4  produced  ​ 5  contacted, offered   ​6  reported, dropped

e 8.18 1 2 3 4

My God! They’re throwing guitars out there! They immediately complained to United Airlines. For nine months, he tried to claim compensation. Dave wrote a song about his experience, and produced a video to go with it. 5 United Airlines contacted Dave and offered him a payment. 6 The BBC reported that United Airlines’ share price had dropped by ten per cent.

c e 8.19  Now give Sts time to read questions 1 and 2. Then play the audio the whole way through. Get Sts to compare with a partner, and then play the audio again if necessary. Check answers. EXTRA SUPPORT   Read through the script and decide if you need to pre-teach any new lexis before Sts listen.

1 To complain about the experience he’d had with United Airlines 2 Because the video went viral on YouTube and was watched by millions of people, who found out about United Airlines’ bad customer service

e 8.19

(script in Student’s Book on p.202) Hello and welcome to How’s Business? Today we’re going to look at how social media can affect businesses. And I’d like to start with the story of Dave Carroll, an American singer-songwriter, who had a very bad experience with United Airlines. Dave and his band were flying with United Airlines from Halifax, in Nova Scotia, to Omaha, in Nebraska, with a stopover in Chicago. As they were waiting to get off the plane in Chicago, they heard another passenger say, ‘My God! They’re throwing guitars out there!’

As Dave and the other band members looked out of the plane window, they were horrified to see that the baggage handlers, who were taking the luggage off the plane, were throwing the band’s guitars to each other. They couldn’t believe what they were seeing. They immediately complained to United Airlines employees in Chicago, but nobody listened to them. When they arrived in Omaha, Dave discovered that the neck of his very expensive Taylor guitar had been broken. It cost him one thousand two hundred dollars to get it repaired. For nine months he tried to claim compensation from United Airlines. He phoned and emailed their offices in Halifax, Chicago, and New York without success. In the end, he even suggested that instead of money, they could give him one thousand two hundred dollars of flight tickets. But after all his complaints and suggestions, United simply said no. So, what else could a singer-songwriter do? Dave wrote a song about his experience, and produced a music video to go with it. The song was called United Breaks Guitars. He posted it on YouTube and it was a huge hit. The song reached number one on the iTunes music store within a week, and the video has had over sixteen million views. After one hundred and fifty thousand views, United Airlines contacted Dave and offered him a payment if he agreed to take the video off YouTube. He refused, and suggested they gave the money to charity. Of course, the impact of Dave’s song went far beyond YouTube. Soon newspapers, websites, TV and radio stations all over North America were doing stories about the song. Dave was interviewed on many radio and TV shows, where, of course, he retold the story of how United Breaks Guitars. He did over two hundred interviews in the first three months! Dave Carroll’s favourite guitar was broken, but in the end, United Airlines were the bigger losers. After the video had gone viral, the BBC reported that United Airlines’ share price had dropped by ten per cent within four weeks of the release of the video, which means that the company lost an incredible one hundred and eighty million dollars. It would have been much cheaper to repair Dave’s guitar!

d Tell Sts to read events 1–10 and then put them in the order in which they happened. Make sure they understand all the lexis, and point out that the first and last ones have been done for them. Get Sts to compare with a partner. Now play the audio again for Sts to listen and check. Check answers. 2 They saw the baggage handlers throwing their guitars, and complained to airline staff. 3 They got their connecting flight to Omaha, Nebraska. 4 Dave discovered that his guitar was broken. 5 He complained again to United Airlines by phone and email, but they didn’t help him. 6 He wrote a song about his experience. 7 He put a video of the song on YouTube. 8 United Airlines contacted him and offered him money. 9 He did lots of media interviews. EXTRA SUPPORT  

If there’s time, you could get Sts to listen again with the script on p.202, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases. e Do this as a whole-class activity. If you have any experience of very good or bad customer services, tell Sts about it. FOR SPEAKERS OF SPANISH  

Online Practice Listening:

Selling second hand

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7 VOCABULARY  making nouns from verbs a Focus on the instructions and the three nouns from the listening. Elicit the verbs from the class. compensate  complain  pay

b Tell Sts to go to Vocabulary Bank Word-building on p.236.

Vocabulary notes Making nouns from verbs Sts have come across word-building in English many times before, e.g. study / student and teach / teacher, and English File A2/B1 has focuses on -ed / -ing adjectives and noun formation (e.g. decide decision, invite invitation). The examples in this Vocabulary Bank are more advanced, and show two common patterns of word-building that are useful for Sts to know, as well as nouns that are related to verbs, but that are not made by word-building. Point out to Sts that whenever they learn a new word, they should also see if there are related parts of speech that they could learn at the same time – this is a very good way of expanding their vocabulary at B1 level and beyond. To demonstrate this, you could look back at the 1 Verb phrases section of Vocabulary Bank Work on p.235, and point out that the verb apply becomes the noun application, that promote becomes promotion, resign becomes resignation, and retire becomes retirement. One important thing for Sts to notice is that word stress very often changes when making nouns from verbs, so it’s important that they note pronunciation as well as meaning. Focus on 1 Making nouns from verbs and get Sts to do a individually or in pairs. Before Sts start, check they know the meaning of all the verbs. e 8.20  Now do b. Play the audio for Sts to listen and check. Check answers. e 8.20

Word-building 1 Making nouns from verbs, b -ation compensation, consideration, demonstration, explanation, temptation, valuation -ment achievement, agreement, argument, attachment, improvement, management, payment, treatment new word choice, complaint, delivery, failure, loss, response, sale, service, success

Now get Sts to underline the stressed syllable in the nouns. EXTRA SUPPORT   Play the audio again, pausing after each word, and get Sts to underline the stressed syllable. Then play it again and check answers.

Play the audio again for Sts to listen and check. Check answers. + ation  compensation, consideration, demonstration, explanation, temptation, valuation + ment  achievement, agreement, argument, attachment, improvement, management, payment, treatment new word   choice, complaint, delivery, failure, loss, response, sale, service, success

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Either use the audio to drill the pronunciation of the words, or model and drill them yourself. Give further practice of any words your Sts find difficult to pronounce. For Activation, put Sts in pairs, A and B. Sts A (book open) tell Sts B (book closed) a verb. Sts B say the noun. Then they swap roles. For c, tell Sts to complete each gap with a noun from a. Tell them to be careful with singular and plural nouns. e 8.21  Now do d. Play the audio for Sts to listen and check. Check answers. e 8.21 d

1 Have you ever been on a demonstration? What were you protesting about? 2 Have you ever opened an email attachment that contained a virus? 3 Do you often have arguments with your family? What about? 4 Do you prefer reading grammar explanations in your own language, or do you think it’s better to read them in English? 5 Have you ever made a complaint to a company and got compensation? 6 Do you think that there’s too much choice when you’re shopping, for example for a new phone? 7 In a restaurant, what’s more important for you, the food or the service?

Put Sts in pairs for Activation and get them to interview each other using the questions in c. Get some feedback. Tell Sts they will be doing Part 2 in a later lesson (9A) and tell them to go back to the main lesson 8B. !  The Vocabulary photocopiable activity for this

Vocabulary Bank includes Part 2, so should be done in 9A. FOR SPEAKERS OF SPANISH  

Pocket Book Vocabulary: word

building

8 r VIDEO LISTENING a Focus on the questions and ask Sts to share their experiences of complaining. You could also ask if they usually complain about problems, and if they think they are good or bad at complaining. b Tell Sts that they are going to watch a video which gives tips on how to complain effectively, but first, they will hear the top five things people complain about in hotels. Put Sts in pairs to discuss the question. Elicit ideas from various pairs. c Play Part 1 of the video once the whole way through for Sts to watch and check their answers to b. Check answers. EXTRA SUPPORT  

Read through the script and decide if you need to pre-teach any new lexis before Sts watch the video. 1 2 3 4 5

Air-conditioning (24% of complaints) Wi-fi (14% of complaints) Noise (11% of complaints) Rooms not being clean (10% of complaints) Slow or bad service (9% of complaints)

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How to complain

Part 1 Joanne Hello, and welcome to Ten-Minute Travel for all your travel tips, news and reviews. Many of us travel a lot, on holiday or for work, and that often means staying in a hotel. So today we’re looking at hotel problems, and what we should do when things go wrong. The hotel industry is a competitive one, and hotels really do want you to enjoy your stay, especially in this digital age, where guests can leave good or bad reviews instantly. But sometimes things go wrong – let’s start by looking at the top five complaints. Air-conditioning is top of the list, with nearly a quarter of all the complaints. At number two, is wi-fi, with fourteen per cent of people complaining that the hotel wi-fi is too slow or that they can’t connect. Eleven per cent of hotel guests have had problems with noise, either from the street outside or from neighbouring rooms. And a similar number have complained about their room not being clean enough. And finally, in fifth place – service. Nine per cent of guests have suffered from slow or bad service, especially with hotel breakfasts or room service.

d Tell Sts that they are going to watch Phil, a hotel guest, complaining in three different situations. First, he complains in the wrong way, then he does it the right way. Play Part 2 of the video and pause after Situation 1, when the screen says ‘What did Phil do wrong?’ Elicit ideas. Situation 1 – the air-conditioning doesn't work. Phil complains to the wrong person, the chambermaid, but she can’t fix it, and it isn’t her job to ask somebody else to fix it.

Now play the rest of Situation 1, including the presenter’s advice and Phil complaining the right way. Pause again and elicit how he complains better. The second time Phil complains to the right person, the receptionist, who can arrange for the air-conditioning to be fixed.

Then repeat for Situations 2 and 3 (including the presenter’s final comments). Situation 2 The waiter brings Phil the wrong things for breakfast – he wanted brown toast and a cappuccino. Phil complains to the right person, the waiter, but he then accepts the white toast and the cappuccino. There’s no point complaining if you don’t want a solution to the problem. The second time Phil asks the waiter to bring the right toast and coffee, as soon as possible, so his problem is solved. Situation 3 Phil’s room was noisy and the wi-fi was slow. Phil complains when he’s checking out at the end of his stay, so it’s too late to do anything about it. He’s also rude and aggressive. The second time he complains politely and at the right time, so the receptionist can give him a new room and investigate the problem with the wi-fi. Part 2 J = Joanne, C = chambermaid, P = Phil, R = receptionist, W = waiter J So what should you do if you have one of these problems? What’s the best way to complain? Let’s look at three examples of how not to do it. Here’s Phil, a hotel guest who’s on a work trip. C Oh, sorry, sir! I’ll come back later.

P No, it’s fine, go ahead. It’s so hot in here, I couldn’t sleep. I can’t get the air-conditioning to work. Can you see if you can fix it? C I’m sorry, sir, I don’t really know about the air-conditioning. P Well, I’m afraid I don’t know about it either. C I’ll tell reception later. J So what did Phil do wrong? The first rule of complaining is to complain to the right person. The chambermaid can’t fix Phil’s air-conditioning and it isn’t her job to get it fixed. Phil needs to go down and complain to reception – it’s always better to complain in person, rather than just phoning. So, let’s take a look at how Phil should have complained. R Good morning, sir, how can I help you? P Good morning. I think there’s a problem with the air-conditioning in my room – room forty-two. It’s very hot and I can’t get it cooler. Could you ask someone to have a look at it before this evening? R Of course, sir. I’ll do it right away. *** W Here you are, sir. Bacon and eggs, toast and an espresso. P I think I asked for brown toast. And a cappuccino, not an espresso. W Brown toast and a cappuccino? I’m very sorry, sir. The order must have got mixed up. P Never mind. I’m in a hurry. I’ll have the espresso. W And the toast? I can bring you some brown toast in a few minutes. P OK then. Oh, it doesn’t matter. White toast will be OK. W Thank you, sir. J Here Phil complains to the right person, but there’s no point complaining if you don’t want somebody to do something about it. If you want to complain successfully, you need to know what your ideal solution is and make it clear. So, let’s take a look at how Phil should have complained. W Bacon and eggs, toast and an espresso. P I think I asked for brown toast. And a cappuccino, not an espresso. W Brown toast and a cappuccino? I’m very sorry, sir. The kitchen must have made a mistake. P If you could change them, that would be great. And as quickly as you can please. I don’t have much time. W Of course, sir. I’ll be right back. *** R Good morning, sir. Can I help you? P Yes, I’d like to check out, please. R Of course, sir. I hope you enjoyed your stay. P No I didn’t enjoy it at all. My room was noisy and the wi-fi was slow – it was impossible to get any work done. I certainly won’t be recommending this hotel; you can be sure of that. R I’m very sorry to hear that, sir. J Why complain about your room and the wi-fi when you’re checking out? You should always complain as soon as you notice a problem. If you wait till later, the hotel might not have the chance to put the problem right. Above all – and this is probably the most important tip – never be rude or aggressive. If you complain politely, you’re far more likely to be successful. A smile will always make people want to help you. So, let’s take a look at how Phil should have complained. R Hello again, sir. Can I help you? P Yes, I’ve been trying to do some work in my room and there’s a lot of traffic noise from the street. Would it be possible to move to a different room, maybe at the back of the hotel?. R I’ll see what we have. Yes, we do have a room free…overlooking the garden. P That sounds perfect. I also noticed the wi-fi seems to be very slow. It’s like being at home. R I’ll get someone to look at that right away, sir. Here’s your new room key. Just let me know if you’re still having problems with the wi-fi in ten minutes. P Thanks very much. J Finally, remember that if you’re staying in a good hotel, they’ll always want the chance to put things right. But they can’t help you if they don’t know there's a problem, so you should always complain. And now you know how! EXTRA SUPPORT   If there’s time, you could get Sts to watch the video again with subtitles, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases.

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e







MEDIATION ACTIVITY   Put Sts in pairs, A and B, preferably face-to-face. Tell them to go to Communication I want to speak to the manager, A on p.181, B on p.185. Go through the instructions for the first role-play situation. Remind Sts that in the first role-play, Sts A are the customer and Sts B are the shop assistant. Tell Sts A to start first, saying, Excuse me, I bought… When they have finished role-playing the first situation, tell Sts to read the instructions for the second situation. This time Sts A are the restaurant manager and Sts B are the customer. B starts, Good evening. Are you the manager? Get feedback to see whether different customers achieved their objectives or not. Tell Sts to go back to the main lesson 8B.

9 WRITING  an email of complaint Tell Sts to go to Writing An email of complaint on p.194. a Focus on the task and tell Sts to read the email and then answer the four questions. Tell them not to worry about the gaps. Check answers. 1 Sandra Adams, the Head of Department of John Leavis Customer Service 2 A coffee machine. He ordered it two weeks ago and it still hasn’t arrived, but payment has been taken from his credit card. 3 The customer service line 4 The person he spoke to was rude and could not give him any information.

b Tell Sts to match the three paragraphs (A–C) in the email to what they are about. Check answers. C something positive about the company (if possible), and that you expect them to do something A an introduction that gives the context of the problem B a detailed explanation of the problem

c Now tell Sts to read the email again and to complete the gaps with a word or phrase from the list. Get Sts to compare with a partner, and then check answers. 1  Dear  ​2  reference  ​3  in stock   ​4  delivered  ​5  However  ​ 6  unhelpful  ​7  service  ​8  forward  ​9  Yours

d Tell Sts they are going to write a similar email of complaint about something they bought online. They should follow the model and use the A formal email box on p.193 to help them. You may like to get Sts to do the writing in class, or you could set it as homework. If you do it in class, set a time limit for Sts to write their email, e.g. 15–20 minutes. e Sts should check their work for mistakes before giving it in.

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7&8 Revise and Check For instructions on how to use these pages, see p.40.

More materials for speakers of Spanish For teachers on Oxford Premium Resources Video  Can you understand these people? 7&8 Quick Test 8 File 8 Test For students Online Practice  Check your progress

GRAMMAR 1  a  ​2  a  ​3  b  ​4  b  ​5  c  ​6  b  ​7  a  ​8  b  ​9  a  ​10  a  ​ 11  b  ​12  c  ​13  b  ​14  c  ​15  c

VOCABULARY a 1  b 1  c 1  d 1  5  8 

terms  ​2  nursery  ​3  secondary  ​4  behave  ​5  boarding on  ​2  ceiling  ​3  gate  ​4  on  ​5  fireplace overtime  ​2  shifts  ​3  temporary  ​4  set  ​5  self-employed choice  ​2  agreement  ​3  success  ​4  complaint  ​ demonstration  ​6  improvement  ​7  qualifications  ​ translator  ​9  scientists  ​10  explanation

PRONUNCIATION c 1  5  d 1  5 

ceiling /s/  ​2  email /eɪ/  ​3  repair /eə/  ​4  roof /uː/  ​ spacious /ʃ/ secondary  ​2  unemployed  ​3  delivery  ​4  apply  ​ achievement

CAN YOU understand this text? a 2 b 1  obey  ​2  value  ​3  prepared  ​4  depending on   ​5  longer  ​ 6  encourage  ​7  losing  ​8  shoppers

r CAN YOU understand these people? 1  c  ​2  a  ​3  c  ​4  a  ​5  a

e 8.22

1 I = interviewer, P = Philomena

I What was your favourite subject when you were at school? P History, predominantly modern history. That’s the main reason, my history teacher is the reason why I became a teacher. She was really inspiring and she made the subject come alive. I Were there any subjects you hated? P Maths, again due to bad teachers, and predominantly I just don’t have a mathematical brain, so I found it very difficult.

2 I = interviewer, A = Adina

I What kind of things do you often buy online? A I buy online clothes, food to get delivered to home, um, and also a lot of beauty products as well. I Is there anything you would never buy online? A I don’t think there is anymore, I don’t think there is anything anymore that I wouldn’t buy online.

3 I = interviewer, D = Daniel I D I D

Have you ever had really bad customer service? Yes, I have had very bad customer service before. What happened? Um, I’ve had a waiter be very rude to me and sort of drop the plate on the table when they served the dish. I What did you do? D I did not tip that waiter.

4 I = interviewer, S = Scott

I If you could change one thing about your flat, what would it be? S Um, a bit more green. Green space. We have a garden, a little patio, which is great, but eh, yeah, a garden with some green space would be amazing, obviously for, now summer’s coming, hopefully, um, that would be amazing, yeah.

5 I = interviewer, C = Coleen

I What’s more important to you about a job, having a good salary or doing something you really enjoy? C When I first started work, I thought it was the salary, um, but later on in my working life, I decided it was actually more important to have really, a job that you really enjoyed, but I’ve come to the conclusion that they’re both important. You can do a job that you really enjoy, but you know, at the end of the day we all need to live, so you do need the salary as well.

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9A Lucky encounters G   third conditional V   making adjectives and adverbs P   sentence rhythm, weak pronunciation of have

Lesson plan This lesson presents the third conditional in the context of different aspects of luck. The lesson begins with Sts saying what they would do in different situations where a stranger needed help. This leads into Sts reading and listening to the writer Bernard Hare talking about how he was helped by a stranger when he was a student. Sts then listen to three more people talking about being helped by strangers. Extracts from the stories provide an introduction to the grammar, which is then further practised in pronunciation, focusing on the stress patterns in third conditionals. The second half of the lesson opens with Sts talking about how lucky or unlucky they consider themselves to be. This leads to a reading activity on some research carried out by Richard Wiseman on how to improve your luck. There is then a vocabulary focus on adverb and adjective formation, and this is consolidated through a writing game.

More materials for speakers of Spanish For teachers on Oxford Premium Photocopiables Grammar  third conditional Communicative  Sentence race Vocabulary Word-building For students Workbook 9A Online Practice  9A Plus extra Vocabulary and Pronunciation for speakers of Spanish: more adjective suffixes; /h/ in had and hadn’t Grammar and Vocabulary Pocket Book OPTIONAL LEAD-IN (BOOKS CLOSED)   Draw a horseshoe on the board, with the open part at the top. Ask what it is, and tell Sts that in Britain and America, people believe that if you find a horseshoe, it will bring you good luck, and people often hang them up on the wall. Ask if horseshoes also mean good luck in your Sts’ country.

Then put Sts in pairs and ask them to think of things which in their country are considered either good luck or bad luck. Get feedback and write the things in two columns, GOOD LUCK / BAD LUCK, on the board. Then ask Sts if they really believe in this.

1 LISTENING & SPEAKING  listening to summarize

a Books open. Focus on the questions and go through them, making sure Sts know the meaning of hitchhiking. Put Sts in pairs and get them to discuss the six situations. Get some feedback. b e 9.1  Focus on the instructions and the words and phrases in the list, making sure Sts know what they mean. 120

9A

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You might want to tell Sts that Bernard Hare was born in 1958 in Leeds, in the north of England, into a mining family. Play the audio for Sts to read and listen at the same time. EXTRA SUPPORT   Read through the story and decide if you need to pre-teach any new lexis before Sts listen.

e 9.1

See story in Student’s Book on p.144

Then put Sts in pairs and tell them to summarize what happened using the words and phrases in the list. Elicit the summary from the class. c e 9.2  Elicit some ideas about what Sts think happened next, but don’t tell them if they are correct. Now tell Sts they are going to listen to the end of the story. Play the audio once the whole way through. Elicit what really happened, and ask Sts if any of them guessed correctly. EXTRA SUPPORT   Read through the script and decide if you need to pre-teach any new lexis before Sts listen.

e 9.2

(script in Student’s Book on p.202) The ticket inspector touched my arm. ‘Listen,’ he said, ‘when we get to Peterborough station, run as fast as you can to platform one. The Leeds train will be there.’ I looked at him, without really understanding what he had said. ‘What do you mean?’ I said. ‘Is the train late or something?’ ‘No, it’s not late,’ the ticket inspector said. ‘I’ve just radioed Peterborough station. The train is going to wait for you. As soon as you get on, it’ll leave. The passengers will complain, but let’s not worry about that. You’ll get home, and that’s the main thing.’ And he walked away. I suddenly realized what an amazing thing he had done. I got up and went after him. I wanted to give him everything I had, all the money in my wallet – but I knew he would be offended. I grabbed his arm. ‘I, er, just wanted to…’, but I couldn’t continue. ‘It’s OK,’ he said. ‘No problem.’ ‘I wish I had a way to say thank you,’ I said. ‘I really appreciate what you’ve done.’ ‘No problem,’ he said again. ‘Listen, if you want to thank me, the next time you see someone in trouble, help them. That will pay me back. And tell them to do the same to someone else. It’ll make the world a better place.’ When the train stopped, I rushed to platform one and, sure enough, the Leeds train was there, waiting, and a few hours later I was with my mum in hospital. Even now, years later, whenever I think of her, I remember the Good Ticket Inspector on that late-night train to Peterborough. It changed me from a young man who was nearly a criminal into a decent human being. I’ve been trying to pay him back ever since then.

d Tell Sts to read the four questions, and play the audio again. Get Sts to compare with a partner, and then check answers. 1 The ticket inspector radioed Peterborough station and asked them to make the train to Leeds wait for Bernard. 2 He was incredibly grateful. He wanted to give the ticket inspector everything he had. 3 He asked Bernard to help the next person he sees who’s in trouble, and to tell them to do the same to someone else. 4 It changed him from a young man who was nearly a criminal into a good human being.

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EXTRA SUPPORT   If there’s time, you could get Sts to listen again with the script on p.202, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases.

e e 9.3  Tell Sts they are now going to listen to three more people telling stories about being helped by strangers. Make sure Sts know the meaning of stranger /ˈstreɪndʒə/ (= a person who you do not know). Model and drill the pronunciation. Sts must listen and decide which stories happened when the speaker was travelling. Ask Sts to look at the three photos and think of words they expect to hear in each story. Now play the audio once the whole way through. Check answers. EXTRA SUPPORT   Read through the script and decide if you need to pre-teach any new lexis before Sts listen.

Stories 1 and 3

Play the audio again, pausing after each story to give Sts time to complete the task. Get Sts to compare with a partner, and then check answers. A  3  B  2  C  3  D  1  E  2  F  1  G  3  H  1  I  2 EXTRA SUPPORT   If there’s time, you could get Sts to listen again with the script on p.202, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases.

g In pairs, get Sts to answer the questions. Check Sts understand the meaning of the adjective moving (= causing you to have deep feelings of sadness or sympathy). Get some feedback. You could also tell Sts what you think. EXTRA SUPPORT  

Do these as a whole-class activity.

h In pairs, small groups, or as a whole class, Sts answer the questions. EXTRA SUPPORT   Write the following on the board to help

e 9.3

(script in Student’s Book on p.202)

Story 1 When I was seven, my family were on holiday in the USA, and one day we drove to the Grand Canyon. The car window was open, and at one point, my favourite blanket flew out the window and was gone. I was devastated. It was my security blanket and I couldn’t sleep without it. Soon after, we stopped for petrol at a service station. I was sitting in the car, feeling miserable, eating a sandwich, when a biker gang – you know, a group of guys on motorbikes in leather jackets – drove into the petrol station. A huge, frightening man with a grey-andblack beard got off his bike and came to the car. He knocked on the window and then pulled my blanket from his jacket pocket and handed it to my mum. He then went back to his motorbike. I was so happy I ran up to him and gave him my sandwich.

Story 2 This happened about twenty years ago, but the memory is still really vivid. I was recently married, my wife was pregnant, and we had very little money because I only had a part-time job. It was a few days before payday and I went to a food store to get only what we absolutely needed. In all, I bought about ten dollars’ worth of stuff. At the checkout, I swiped my debit card. The cashier said, ‘Sorry. It says Declined. Try again.’ I asked her to take one item out of the basket, and then I swiped again. There was now a line of customers behind me. The cashier said, ‘Sorry. Declined again.’ I went on taking things out until the only thing I had left was a loaf of bread, and then the card was accepted. I took my bread and left – I was feeling absolutely humiliated. A few seconds later, I heard the voice of a little girl behind me, a girl who was standing with her mother right behind me in the line. She gave me a grocery bag full of all the things I’d put back. Her mother had bought them for me. I still cry when I remember that moment and think how such a small act can mean so much for a person in need.

Story 3 I’m a painter, and a couple of years ago I was travelling by plane to see friends, and I’d taken my painting things with me. I forgot about the rules about not being able to take liquids in carry-on luggage, so when I got to security at the airport, the man took away all my paints. I was really angry with myself for being so stupid. But when I came back a week later, the security man was there at the baggage reclaim area with my paints. Not only had he kept them for me, but he’d also looked up the date and time of my return flight so that he could be there to meet me.

f Tell Sts they are going to listen to the three stories again and this time they must match three sentences from A–I to each story. Give Sts time to read the nine sentences.

Sts: • WHERE IT HAPPENED • WHAT THE PROBLEM WAS • WHAT YOU DID TO HELP A STRANGER / WHAT THE STRANGER DID TO HELP YOU

Now get Sts to tell their partner / group about their story using the prompts to help them. Get some feedback. If you have a story of your own, tell the class. You could also ask Sts if, after listening to the four stories, they would change any of their responses to the situations in 1a.

2 GRAMMAR  third conditional a Focus on the instructions and get Sts to match the sentence halves. Check answers. 1  C  2  B  3  A  4  D

b Focus on the questions and the two sentences. Then either get Sts to answer the questions in pairs, or elicit the answers from the class. If Sts worked in pairs, check answers. 2 describes what happened. 1 describes an imaginary situation.

c Tell Sts to go to Grammar Bank 9A on p.220.

Grammar notes If Sts have a similar structure in their own language, they may not have too many problems with the concept, but most Sts will have problems with the ‘mechanics’ of the structure, i.e. remembering which verb form goes in each part of the sentence, and also in understanding and producing contracted forms. Some typical mistakes include: • using would have in the if-clause, e.g. If I would have known, I would have done something about it. • using the past perfect in both clauses, e.g. If I had known, I had done something about it.

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Focus on the example sentences and play audio e 9.4 for Sts to listen and repeat. Encourage them to copy the rhythm. Then go through the rules with the class. Now focus on the exercises and get Sts to do them individually or in pairs. Check answers, getting Sts to read the full sentences. a 1  I  2  F  3  H  4  E  5  A  6  J  7  B  8  G  9  C b 1 If you hadn’t taken me to the station, I would have missed my train. 2 We wouldn’t have won the match if the referee hadn’t given us a penalty. 3 You would have enjoyed the weekend if you had come with us. 4 If I hadn’t bought the theatre tickets online, they would have been more expensive. 5 Mike would have forgotten his wife’s birthday if she hadn’t reminded him. 6 If the police had arrived five minutes later, they wouldn’t have caught the thief. 7 If you hadn’t lent me the money, I wouldn’t have been able to go away for the weekend. 8 That girl would have fallen in the river if you hadn’t caught her arm! 9 We wouldn’t have found the hotel if we hadn’t seen the signpost. 10 If I had known about the job, I would have applied for it.

Tell Sts to go back to the main lesson 9A. EXTRA SUPPORT  

If you think Sts need more practice, you may want to give them the Grammar photocopiable activity at this point. d Focus on the six sentence beginnings and make sure Sts understand all the lexis. Now give Sts time to complete each one in their own words. Monitor and help, especially with the third conditional. e Put Sts in pairs and get them to compare sentences. Elicit some sentences for each sentence beginning in d. FOR SPEAKERS OF SPANISH  

Pocket Book Grammar: third

conditional

3 PRONUNCIATION  sentence rhythm, weak pronunciation of have Pronunciation notes The main focus here is on getting Sts to say third conditional sentences with good rhythm, by stressing the information words. You may also want to highlight the weak form of would have /wədəv/ and the contraction of had in these kinds of sentences. These forms are commonly used by native speakers, but at this level, it is more important for Sts to be able to understand them rather than produce them themselves. a e 9.5  Focus on the instructions and give Sts a moment to read the sentences. Play the audio the whole way through for Sts just to listen. Ask Sts how have is pronounced after would. Have is pronounced /əv/.

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e 9.5

See sentences in Student’s Book on p.145

Now play the audio again, pausing after each sentence for Sts to listen and repeat. Then repeat the activity, eliciting responses from individual Sts. b e 9.6  Focus on the task and tell Sts that they are going to hear five third conditional sentences and they need to try to write them down. Play the audio, pausing after each sentence to give Sts time to write. Play the audio again for Sts to listen and check. Check answers by eliciting the sentences onto the board. e 9.6 1 2 3 4

It would have been much quicker if we’d taken a taxi. She wouldn’t have found out if you hadn’t told her. The tickets would have been cheaper if we’d booked them earlier. If you hadn’t done your homework so quickly, you wouldn’t have made so many mistakes. 5 I would have lent you some money if you’d asked me. EXTRA IDEA   Play the audio again, pausing for Sts to listen and repeat, copying the rhythm. Then put Sts in pairs and get them to practise saying the sentences.

c Put Sts in pairs, A and B, and tell them to go to Communication Guess the conditional, A on p.181, B on p.185. Demonstrate the activity by writing in large letters on a piece of paper the following sentence: IF I’D KNOWN IT WAS YOUR BIRTHDAY, I WOULD HAVE BOUGHT YOU A PRESENT.

Don’t show the sentence to your Sts. Then write on the board: IF I’D KNOWN IT WAS YOUR BIRTHDAY, I

YOU A PRESENT (+).

Tell Sts that you have this sentence completed on a piece of paper and they have to try to guess exactly what it is. Elicit possible completions with a + verb phrase (e.g. would have got / would have given). Say Try again if Sts say something different, until someone says the phrase I would have bought you a present. Then say That’s correct. Now go through the instructions. Emphasize that Sts should only complete the gap when their partner says That’s correct. Sts continue in pairs. Monitor and help. Tell Sts to go back to the main lesson 9A. FOR SPEAKERS OF SPANISH  

Online Practice Pronunciation:

/h/ in had and hadn’t

4 READING & SPEAKING  understanding topic

sentences

a Do this in pairs or as a whole-class activity. Make sure Sts know what lucky means. With a show of hands, find out how many Sts think they are lucky. Get a few Sts to explain why (not). b Tell Sts that they are going to read an article about luck. First, focus on the Topic sentences box and go through it with the class. Then go through topic sentences A–E, making sure Sts understand them. Now get Sts to read the article and complete each paragraph with one of the topic sentences.

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Get Sts to compare with a partner, and then check answers. EXTRA SUPPORT   Before Sts read the article the first time, check whether you need to pre-teach any vocabulary.

1  B  2  E  3  C  4  D  5  A

c Focus on the instructions and quickly go through 1–5, making sure Sts understand all the lexis. Give Sts time to read the article again and then choose the best option in the five multiple-choice questions. Get Sts to compare with a partner, and then check answers.

Now either use the audio to drill the pronunciation of the adjectives and adverbs, or model and drill them yourself. Give further practice of any words your Sts find difficult to pronounce. EXTRA SUPPORT   Get Sts to underline the stressed syllable in all the words in the chart.

luck  lucky, unlucky, luckily, unluckily fortune  fortunate, unfortunate, fortunately, unfortunately comfort  comfortable, uncomfortable, comfortably, uncomfortably patience  patient, impatient, patiently, impatiently care  careful, careless, carefully, carelessly

1  a  2  b  3  a  4  b  5  c

Deal with any new vocabulary. Model and drill the pronunciation of any tricky words. d MEDIATION ACTIVITY   In pairs, Sts discuss the four questions. Get some feedback from various pairs. EXTRA SUPPORT   You could do question 1 with the whole class, and then elicit answers to the other questions from individual Sts.

5 VOCABULARY  making adjectives and adverbs a Focus on the sentences from the article, and elicit that luck is a noun and lucky / unlucky are adjectives. !   The phrase be lucky may be a problem for some Sts who

express the same concept in their L1 as have luck. Now focus on questions 1 and 2 and get Sts, either in pairs or individually, to answer them. Check answers. 1  luckily  2  unluckily

b Tell Sts to go to Vocabulary Bank Word-building on p.236.

Vocabulary notes Making adjectives and adverbs Point out that: • -y and -able are both typical endings for adjectives • un- and im- are common prefixes to make an adjective negative, but adjectives formed with the suffix -ful, e.g. careful, sometimes (but not always) make the opposite adjective with -less, e.g. useful – useless • the suffix -ful = full of or with, -less = without • sometimes there are spelling changes, e.g. the final e is dropped before an -ly suffix in, for example, comfortably, possibly, etc., and with adjectives ending in consonant + y, the y changes to i before adding the suffix, e.g. lucky – luckily, healthy – healthily, etc. Focus on 2 Making adjectives and adverbs and go through the Adjective prefixes and suffixes box with Sts. Get Sts to do a individually or in pairs. e 9.7  Now do b. Play the audio for Sts to listen and check. Check answers. e 9.7

Word-building 2 Making adjectives and adverbs, b

luck    lucky, unlucky, luckily, unluckily fortune  fortunate, unfortunate, fortunately, unfortunately comfort  comfortable, uncomfortable, comfortably, uncomfortably patience  patient, impatient, patiently, impatiently care    careful, careless, carefully, carelessly

Focus on c and get Sts to complete each gap with the adjective or adverb made from the noun in bold. Tell them to be careful, as some are positive and some negative. e 9.8  Now do d. Play the audio for Sts to listen and check. Check answers. e 9.8 d

1 The beach was beautiful, but unfortunately it rained almost every day. 2 My new shoes are very comfortable. I wore them all day yesterday and they didn’t hurt at all. 3 He did the exam quickly and carelessly, and so he made lots of mistakes. 4 We were really unlucky. We missed the flight by just five minutes. 5 Jack is a very impatient driver! He can’t stand being behind someone who is driving slowly. 6 It was a bad accident, but luckily nobody was seriously hurt. 7 It was raining, but fans waited patiently in the queue to buy tickets for tomorrow’s concert. 8 The roads will be very icy tonight, so drive carefully. 9 The temperature dropped to minus ten degrees, but fortunately, we were all wearing warm coats. 10 The bed in the hotel was incredibly uncomfortable. I hardly slept at all.

Tell Sts to go back to the main lesson 9A. EXTRA SUPPORT   If you think Sts need more practice, you may want to give them the Vocabulary photocopiable activity at this point.

c Tell Sts they are going to play The sentence game, and read the rules together as a class. Make sure everything is clear. You could demonstrate the activity by writing on the board: FRIEND (7 WORDS), and then PEOPLE IN MY COUNTRY ARE VERY FRIENDLY.

d Put Sts in teams of three or four and give them five minutes to write five sentences. If you can see that they need more time, extend the limit. e When the time is up, get each team to read out their sentences. The teams with five correct sentences are the winners. EXTRA SUPPORT   You could write each team’s sentences on the board and get the other teams to say if they are correct or not. FOR SPEAKERS OF SPANISH  

Online Practice Vocabulary:

more adjective suffixes

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9B Digital detox G  quantifiers V   electronic devices P  linking, ough and augh

1 VOCABULARY & PRONUNCIATION 

electronic devices; linking Vocabulary notes

Sts may ask about the difference between switch on / off and turn on / off. Explain that they both mean the same thing, but they originated because of the way in which power was connected or disconnected. Turn on came into use because of things which had knobs that were turned right or left to connect or disconnect, and switch on for things which had switches. Today they are synonymous and can be used for anything, no matter whether it has a switch, a knob, or a button. However, we use turn + up / down, as many devices still use a knob which must be turned to increase power, volume, etc.

Lesson plan This lesson revises and extends Sts’ knowledge of quantifiers, e.g. a lot of / plenty of, too much, not enough, etc. through the topic of digital detoxes. The first half of the lesson starts with a vocabulary focus on electronic devices and phrasal verbs associated with these devices, and this is followed with pronunciation practice on linking words. Then Sts listen to a journalist who decided to go on a three-day digital detox course. The first half ends with Sts discussing digital detoxes and whether they can cope without the internet. The second half starts with grammar, which is presented through sentences related to the internet and electronic devices. There is then a pronunciation focus on the frequently problematic combinations -ough and -augh. Sts then read and discuss an article about how to ‘tidy up’ their digital life, i.e. how to deal with emails, old software, etc. The lesson ends with a writing focus where Sts write a magazine article analysing the advantages and disadvantages of smartphones.

More materials for speakers of Spanish For teachers on Oxford Premium Photocopiables Grammar quantifiers Communicative  True or not? For students Workbook 9B Online Practice  9B Plus extra Vocabulary, Pronunciation, and Listening for speakers of Spanish: technology; A conversation at work Grammar and Vocabulary Pocket Book OPTIONAL LEAD-IN (BOOKS CLOSED)   Bring into class as many of the items in 1b as you can and put them on the table, e.g. an adaptor, a charger, a plug, a mouse, a speaker, a USB cable. Ask Sts to come up and look at what’s on the table for a minute. Then tell them to go back to their places and, in pairs, try to write down the objects that were on the table (meanwhile, put the objects in a bag or cover them). Then take the objects out one by one and see if Sts had remembered them, and if any Sts knew how to say them in English.

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a Books open. Focus on the questions and elicit the meaning of devices. Model and drill the pronunciation of device /dɪˈvaɪs/ and the plural devices /dɪˈvaɪsɪz/. Do the questions as a whole-class activity. You could tell the class which device you use the most. b Focus on the instructions and the words. Point out that the first one (a memory stick) has been done for them. Give Sts time, individually or in pairs, to match the words and photos. c e 9.9  Play the audio for Sts to listen and check. Check answers. e 9.9

2 4 5 1 13 6 8 10 3 11 9 7 12

an adaptor a charger a keyboard a memory stick a mouse a plug a printer a remote control a router a socket a speaker a switch a USB cable

Then play it again, pausing after each word for Sts to listen and repeat. Now put Sts in pairs and tell them to test each other by covering the words and looking at the photos. EXTRA CHALLENGE   Ask the class if they know any other technology words, e.g. a joystick, a screen, hardware, software, etc.

d Tell Sts that all the sentences refer to electronic devices and the verbs or phrases we commonly use to talk about them. Now give Sts time to match 1–10 to A–J according to their meaning. Get Sts to compare with a partner.

9B

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e e 9.10  Play the audio for Sts to listen and check. Check answers. 1  H  2  F  3  D  4  A  5  G  6  I  7  J  8  C  9  E  10  B

e 9.10

1 H I changed the heating from twenty degrees to eighteen degrees. I turned it down. 2 F  I disconnected my printer from the computer. I unplugged it. 3 D  I made the volume on the TV louder. I turned it up. 4 A  I pressed the ‘off’ button on the TV. I switched it off. 5 G I programmed the alarm on my phone for seven thirty. I set it. 6 I  I put my phone charger into a socket. I plugged it in. 7 J  I pressed the ‘on’ button on my laptop. I switched it on. 8 C  I got the latest version of an app. I updated it. 9 E  I put anti-virus software on my computer. I installed it. 10 B  I removed a photo I didn’t like. I deleted it.

f e 9.11  Focus on the Separable phrasal verbs box and go through it with the class. Play the audio for Sts to listen and notice how the words are linked. Elicit after each phrase whether the -ed ending is pronounced /t/, /d/, or /ɪd/.

Pronunciation notes Linking These phrasal verbs related to technology are often used with the pronoun it followed by the particle, and the three words are linked. When the verbs are in the past tense (they are all regular), the linking also enables Sts to hear clearly how the -ed is pronounced. As many of these are common phrases (e.g. switch it off, turn it down), Sts will benefit from learning to say them as one linked phrase. You may want to point out that in H it and down are linked, because it ends and down begins with very similar consonant sounds. e 9.11

See sentences A–J in Student’s Book on p.148

Then play it again, pausing after each sentence for Sts to listen and repeat. Now play the audio again, getting responses from individual Sts. Finally, tell Sts to cover sentences A–J, look at 1–10, and say A–J from memory. g Quickly go through questions 1–5, making sure Sts understand them. Put Sts in pairs and get them to ask and answer the questions. Encourage them to give reasons for their answers. Get some feedback from various pairs. FOR SPEAKERS OF SPANISH  

2 LISTENING & SPEAKING understanding

attitude

a Focus on the task and make sure Sts understand to be addicted to something (= unable to stop using or doing something as a habit). Get Sts to answer the questions in pairs, or do it as a whole-class activity. If Sts worked in pairs, get some feedback. b Give Sts time to read the article. Now put them in pairs and get them to answer questions 1–3. Check the answer to 1, then elicit opinions for question 2. Finally, check the meaning of unplug in 3, and then elicit Sts’ answers. EXTRA SUPPORT  

Before Sts read the article, check whether you need to pre-teach any vocabulary. 1 Digital detox means taking a break from technology, e.g. switching off or not using digital devices. 3 Unplug means ‘disconnect from technology’.

c e 9.12  Tell Sts they are going to listen to journalist Anna Magee, who went on a three-day digital detox course. First, they are going to listen to five things that Anna said while she was on the course, and they need to decide if she is positive or negative about each one. Play the audio once the whole way through. Get Sts to compare with a partner, and then check answers. 1  negative  2  positive  3  positive  4  negative  5  positive

e 9.12 1 2 3 4 5

Suddenly I felt cut off and panicky. We had lots of conversations with real-life humans. I slept really well, for the first time in months. I felt really disconnected and lonely. I really noticed the beauty of the countryside.

d e 9.13  Tell Sts they are now going to listen to the whole radio programme and they must decide if Anna is positive or negative in general about her experience. Play the audio once the whole way through. Check the answer. EXTRA SUPPORT   Read through the script and decide if you need to pre-teach any new lexis before Sts listen.

positive

Online Practice Vocabulary:

technology FOR SPEAKERS OF SPANISH  

Online Practice Pronunciation:

technology

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e 9.13

(script in Student’s Book on pp.202–203) Technology addiction is real, and it’s creating mental health problems all over the world. According to a recent survey, one in three UK adults is so addicted to their phone that they regularly check it in the middle of the night. So it’s no surprise that the idea of a ‘digital detox’ is growing in popularity. But what is it actually like to go on one? Time to Log Off is an organization which runs three-day digital detoxes in an old country house in Dorset, in the south-west of England. People who go on them are not allowed to use digital devices at all for three days. Journalist Anna Magee felt she was addicted to her smartphone, so when she read about the detoxes, she decided to go on one. ‘When I arrived, the first thing I discovered was that there was no mobile phone coverage, so I couldn’t cheat even if I wanted to! Suddenly I felt cut off and panicky. What if something happened to my husband? What if something terrible happened in the world? There were eight other people on the detox with me. At six p.m. we met in the living room and handed in our devices – our phones or tablets or whatever. People looked scared. I was worried there were going to be lots of lectures on psychology, things like that, but no. Instead, there was yoga, and walks through the countryside where we picked fruit and had lots of conversations with real-life humans. The first night I slept really well for the first time in months. But it wasn’t always easy. The second evening without my phone, I felt really disconnected and lonely. At yoga that night, I burst into tears, and I felt awful not being able to call a friend. But by the third and final day, I had changed. When we went on our walk, I really noticed the beauty of the countryside. And I was able to sit still on the sofa, reading a book for nearly half an hour without losing concentration. I started colouring in pictures in books. I was even eating more slowly, in a more relaxed way. At lunchtime the next day, we got our devices back and said goodbye. When I finally managed to get coverage, I hungrily checked my phone for messages, likes, comments, news. But nothing had really happened. I managed the whole two-hour train journey back without checking my phone again, just noticing the countryside instead. It’s now three weeks since I went on the detox and though I can’t quite believe it, I have managed to control my use of technology. I have one full day unplugged each week, on Saturdays, and I feel incredibly rested on Sundays as a result. I don’t do email after eight p.m., and that really helps me to sleep. I know they’re tiny steps, but I feel that I’ve changed. When I’m chatting to friends, I feel that I’m much more present: I’m really focusing on them and not getting distracted by my phone. And I find that when I have a break, instead of wanting to scroll through Twitter or check WhatsApp, what I really want is real-life conversation.

e Tell Sts they are going to listen to the programme again and this time they must mark 1–8 T (true) or F (false). Give Sts time to read sentences 1–8. Remind them to correct the false ones. Play the audio again, pausing if necessary after each answer to give Sts time to write. Get Sts to compare with a partner, and play the audio again if necessary. Check answers.

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1 F (One in three UK adults checks their phones in the middle of the night.) 2 T 3 T 4 F (The second evening, she felt very disconnected and lonely, and burst into tears during yoga.) 5 T 6 F (She didn’t check her phone on the train.) 7 F (She’s ‘technology-free’ on Saturdays and doesn’t do email after 8.00 p.m.) 8 T EXTRA SUPPORT   Elicit first if the answers are true or false. Then play the audio again for Sts to correct the false sentences. EXTRA SUPPORT   If there’s time, you could get Sts to listen again with the script on pp.202–203, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases.

f

MEDIATION ACTIVITY   Put Sts in pairs and get them to discuss questions 1–3. Get some feedback from various pairs. FOR SPEAKERS OF SPANISH  

Online Practice Listening:

A conversation at work

3 GRAMMAR quantifiers a Put Sts in pairs and tell them to try to guess what the missing words in sentences 1–6 are. Tell them not to write anything yet. b e 9.14  Tell Sts to listen and complete the gaps in a. Get Sts to compare with a partner, and then check answers. Drill the pronunciation where necessary, e.g. enough /ɪˈnʌf/. 1  a lot   2  enough money   3  too much   4  a few   5  big enough   6  too expensive

e 9.14

1 I used to have a lot of different gadgets, but now I use my phone for almost everything. 2 I’d like to have a better computer, but I don’t have enough money to buy one right now. 3 I spend too much time online. I think I need a digital detox. 4 I have a lot of friends on Facebook, but only a few of them are close friends. 5 I never watch TV or films on my phone because the screen isn’t big enough. 6 I like Apple products, but I can’t afford them – I think they’re too expensive.

9B

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c Tell Sts to go to Grammar Bank 9B on p.221.

Grammar notes Quantifiers

Pronunciation notes

Sts should have seen most or all of these forms previously, but here they are brought together. Large quantities Lots of is a colloquial equivalent of a lot of. Be careful Sts don’t say a lots of. You may also want to teach loads of – another colloquial equivalent. Some nationalities confuse plenty of and full of because of L1 interference. Small quantities A little and very little are quite different in meaning (the second is more negative). The same applies to a few and very few. More or less than you need or want Some typical mistakes include: • using too much + an adjective, e.g. I’m too much busy. • the position of enough, e.g. I’m not enough tall to open the cupboard. • mispronouncing enough Zero quantity Point out that no must be used with a noun, e.g. I have no time, no brothers and sisters, etc. None is a pronoun, so it is used on its own, e.g. ‘Is there any milk?’ ‘No, I’m afraid there’s none left.’ Focus on the example sentences and play audio e 9.15, e 9.16, e 9.17 and e 9.18 for Sts to listen and repeat. Encourage them to copy the rhythm. Then go through the rules with the class. Now focus on the exercises and get Sts to do them individually or in pairs. Check answers, getting Sts to read the full sentences. a 1  a few   2  much  3  f  4  very few   5  f  6  a lot   7  too  8  f  9  old enough   10  f b 1  g A lot!   2  f  3  g There isn’t enough time / There’s no time   4   g too loud   5  f  6  g isn’t fast enough   7  g too many emails  8  g None   9  g only a few people   10  f

Tell Sts to go back to the main lesson 9B. EXTRA SUPPORT  

If you think Sts need more practice, you may want to give them the Grammar photocopiable activity at this point. d Put Sts in pairs and get them to discuss whether 1–6 in a are true for them. Tell them to give as much information as possible. Get some feedback from various pairs. FOR SPEAKERS OF SPANISH  

4 PRONUNCIATION  ough and augh The aim of these exercises is to help Sts remember the pronunciation of a group of high-frequency words which all contain -ough / -augh – a combination of letters which has rather an anarchic spelling–pronunciation relationship. a Focus on the ough and augh box and go through it with the class. Then focus on the six columns and elicit the picture word and sound for each, e.g. horse /ɔː/, up /ʌ/, etc. Now get Sts to put the words in the correct column. They could do this in pairs. Encourage them to say the words out loud and to use their instinct to help them decide. b e 9.19  Play the audio for Sts to listen and check. Check answers. e 9.19

horse /ɔː/  bought, brought, caught, daughter, thought up /ʌ/  enough, tough phone /əʊ/ although car /ɑː/ laugh boot /uː/ through clock /ɒ/ cough

Then ask Sts Which is the most common sound? The most common sound is /ɔː/.

Point out to Sts that this is true especially when there is a t after -ough or -augh. This includes the past tense / participle forms (bought, brought, caught, taught, and thought). Now ask Sts Which four words finish with the sound /f/? enough, tough, laugh, and cough

Emphasize that this is a small group of very common (but slightly irregular) words and it is worthwhile for Sts to memorize their pronunciation. Finally, play the audio again, pausing after each group of words for Sts to listen and repeat. c e 9.20  Focus on the sentences, which all contain the target sounds, and play the audio once the whole way through for Sts just to listen. e 9.20

See sentences in Student’s Book on p.150

Give Sts time to practise saying them in pairs. Finally, elicit the sentences from individual Sts. EXTRA SUPPORT  

Play the audio again, pausing for Sts to listen and repeat. Then get Sts to practise saying them.

Pocket Book Grammar:

quantifiers

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5 READING & SPEAKING understanding

6 WRITING  an article – advantages and disadvantages

a Focus on the questions. Elicit the meaning of wallpaper in the penultimate question (= the background pattern or picture that you choose to have on the screen of your computer, phone, etc.) and explain its non-technology meaning, i.e. paper used for covering the walls of a room. Put Sts in pairs and get them to discuss the questions.

Tell Sts to go to Writing An article – advantages and disadvantages on p.195. a Focus on the instructions and give Sts time to read the article. Tell them not to worry about the mistakes. Tell Sts to cover the article. Put them in pairs and get them to answer the three questions from memory. Check answers.

technical language

EXTRA SUPPORT  

Demonstrate the activity by answering the first few questions. When Sts have finished, they should decide who has a more organized digital life. Get some feedback from various pairs. b Focus on the task and make sure Sts understand the title, 11 ways to tidy up your digital life. Then set a time limit for them to read the 11 headings and tick the ones they need to tidy up. Get Sts to compare with a partner. Get some feedback. c Tell Sts to now read the article and complete the gaps with the verbs in the list. Check answers. EXTRA SUPPORT   Before Sts read the article the first time, check whether you need to pre-teach any vocabulary.

1  answer  2  make  3  find  4  Delete  5  keep  6  Update   7  forget  8  click  9  set up   10  Choose  11  recycle

d Focus on the four tips from the article and tell Sts they need to look for adjectives in the article with the prefix unto complete the gaps. Get Sts to compare with a partner, and then check answers. Model and drill pronunciation. Tip 1 unopened, unanswered  Tip 2 Uninstall   Tip 5 unfollow  Tip 8 unsubscribe

Deal with any other new vocabulary. Model and drill the pronunciation of any tricky words. e Tell Sts that this time they need to complete eight sentences with the prefix un- and a word from the list. Get Sts to compare with a partner, and then check answers. Model and drill pronunciation. You could tell Sts that Ctrl stands for Control. 1  unread  2  undo  3  unfriend  4  unlock  5  unhelpful   6  unknown  7  unclear  8  uncomfortable

You may want to point out that un- is the most common negative prefix in English, and is often used to make the negative of new ‘technology’ verbs, e.g. unfriend, unfollow. f MEDIATION ACTIVITY   Focus on the instructions and give Sts time to read the tips in the article again and choose three that they think would be the most useful for them. When Sts are ready, put them in small groups of three or four to discuss their choices. Get some feedback from various groups.

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1 It has information about more or less everything, and the information is easy to find. It gives a good, basic introduction to a topic. It gives links and references to other sources. 2 The information is sometimes inaccurate. You don’t know who’s written the articles. 3 Generally ‘for’ EXTRA CHALLENGE   Before Sts read the article, write on the board ADVANTAGES AND DISADVANTAGES OF WIKIPEDIA. Put Sts in pairs or small groups and tell them to think of two advantages and two disadvantages. Then get them to read the article to see if their ideas are there.

b Tell Sts to read the article again and this time to correct the ten mistakes. Check answers, eliciting the corrections onto the board. 1  an  2  millions  3  usually  4  On  5  are  6  it’s   7  written  8  In  9  you’re  10  to get

c Now tell Sts they are going to write a similar article about smartphones. As an alternative, they could write about an app or website they know well instead – depending on your Sts, they might find this more motivating. If they do, you’ll need to modify the title, e.g. The pros and cons of (app / website). Put Sts in pairs and give them time to write a list of three advantages and three disadvantages of smartphones. d Individually, Sts now number their advantages and disadvantages 1–3 with 1 being the most important advantage and disadvantage. Focus on the Writing about advantages and disadvantages box and go through it with the class. e Write the title of the article on the board: SMARTPHONES – ESSENTIAL FOR MODERN LIFE? Go through the introduction with Sts and tell them to write three paragraphs following the order in the chart, and to use the Writing about advantages and disadvantages box to help them. You may like to get Sts to do the writing in class, or you could set it as homework. If you do it in class, set a time limit for Sts to write their article, e.g. 15–20 minutes. f Sts should check their work for mistakes before giving it in.

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EPISODE

5 Practical English  Unexpected events Function   asking indirect questions Language  Could you tell me why…?, Do you know if…?, etc.

Lesson plan In this final episode, Sts learn how to ask questions in an indirect way, e.g. beginning with Could you tell me…? or Do you know…? In the first scene, Jenny arrives at Rob’s flat, and is surprised to find Paul still there, as Rob had said he was leaving. Paul then tells Jenny that Rob is planning to go back to the UK, and she leaves upset, just as Rob arrives. Rob is furious with Paul for telling Jenny something that simply isn’t true, and makes it clear to Paul how serious he is about the relationship. In the next scene, Rob attempts to explain and put things right, but Jenny is not convinced that he is serious about the relationship. However, in the final scene, Rob does his best to prove that he is.

More materials for speakers of Spanish For teachers on Oxford Premium Resources Video  Practical English Episode 5 Quick Test 9 File 9 Test For students Workbook Practical English 5 Can you remember? 1–9 Online Practice Practical English 5 Check your progress OPTIONAL LEAD-IN (BOOKS CLOSED)   Elicit from the class what happened in the previous episode. Ask some questions, e.g. Where did Rob and Paul go? Where did Jenny go? Why didn’t she go with them?

Alternatively, you could play the last scene of Episode 4.

1 r JENNY GETS A SURPRISE a e 9.21  Books open. Focus on the photos and ask Sts Where is Jenny? (Outside Rob’s apartment building), What do you think Rob is saying?, etc. Now either tell Sts to close their books, and write the question on the board, or get Sts to focus on the question and cover the rest of the page. Play the video / audio once the whole way through and then check the answer. EXTRA SUPPORT   Before playing the video / audio, go through the listening scripts and decide if you need to preteach / check any lexis to help Sts when they listen.

e 9.21

P = Paul, J = Jenny, R = Rob

P Yeah? J Hi there. It’s me. Should I come up?

*** J P J P J P J P J P J R J R P R P R P R P R P R

Paul! That’s right. Er…hi. Hi…Are you OK? Yes, fine. Thanks. It’s just that I, erm… What? I wasn’t expecting to see you. Really? Well, as you can see, I’m still here. It seems Rob just can’t live without me. Yeah, he’s going to miss me when I’m gone. But not for long. We’ll meet up again when he goes back to London. Goes back…? Yeah, he told me last night he was planning to leave New York pretty soon. He what? Hi, Jenny. Do you want some breakfast? I’ve got bagels. No, thank you, Rob. Why don’t you two enjoy them? What’s wrong? No idea. I just said you were planning to leave New York soon, and she… You what? I didn’t say that! You didn’t have to. This New York life isn’t you, Rob, and you know it. No, I don’t! I like New York, and Jenny’s here. Oh, come on! What’s the big deal? It’s not like you want to marry her. Well… What? You do?! Look, Paul. I’m serious about New York and I’m serious about Jenny. And I want you to leave. Today. You’re joking, mate. No, I’m not. I’ll even buy the ticket.

b Focus on sentences 1–6. Go through them with Sts and make sure they understand them. Now play the video / audio again the whole way through, and get Sts to mark the sentences T (true) or F (false). Remind them to correct the false ones. Get Sts to compare with a partner, and then check answers. 1 T 2 F (Paul tells Jenny that Rob is planning to go back to London.) 3 F (Rob arrives with bagels for breakfast.) 4 T 5 T 6 F (Rob says he will buy Paul’s ticket to Boston.) EXTRA SUPPORT   If there’s time and you are using the video, you could get Sts to watch again with subtitles, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases.

Jenny is upset and Rob is furious.

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2 r INDIRECT QUESTIONS a e 9.22  Focus on the photo and the instructions and make sure Sts understand the question. Now either tell Sts to close their books, and write the question on the board, or get Sts to focus on the question and cover the rest of the page. Play the video / audio once the whole way through and then check the answer. No, they don’t.

EXTRA SUPPORT   If there’s time and you are using the video, you could get Sts to watch again with subtitles, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases.

c e 9.23  Give Sts a minute to read through the extracts from the conversation and to think about what the missing words might be. Now play the video / audio again, and get Sts to complete the gaps. Get Sts to compare with a partner, and then check answers. 1  tell  2  know  3  like  4  wonder  5  Can

e 9.22

R = Rob, J = Jenny, D = Don

R Hi, Jenny. J Rob. R Paul told me what he said to you, and it’s not true. I’m not planning to leave New York. J Oh really? And could you tell me why Paul is still in your apartment? R Well, he couldn’t get a ticket to Boston… J But you told me he was going a few days ago. Or was that another lie? R No, of course it wasn’t! He couldn’t get a ticket. The buses to Boston were all full. J So do you know if he’s got one now? R I bought it! He’s leaving this evening. But that isn’t really the issue here, is it? You have to believe me – I don’t want to leave New York! J How can I believe you? I know you’re missing London, because you said the same thing to Kerri at the restaurant. Look, Rob, I’d like to know what you really want. R What do you mean? J When you and Paul were together, it was like you were a different person. R You know what Paul’s like. What was I meant to do? But that isn’t the kind of life I want any more. I’m not like that. J I know you’re not, but I wonder if you really want to be here. I wonder if… R Jenny, what is it? J Forget it. R Jenny…what are you worrying about? J I don’t know if this is going to work out. R You’re not serious. J I'm just…I’m just not sure if we want the same things any more. R That’s crazy… D Jenny – oh, good morning, Rob. R Don. D I need a word. Can you tell me what you decided at the last meeting? J Right away, Don. Rob was just leaving.

b Give Sts time to read questions 1–5. Play the video / audio again, pausing if necessary to give Sts time to answer the questions. Get Sts to compare with a partner, and then check answers. 1 Paul couldn’t get a ticket to Boston because all the buses were full. 2 Because Rob bought Paul’s ticket to Boston. 3 Because he told Kerri that he misses London. 4 He behaved like a different person. 5 She doesn’t know if it is going to work out.

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e 9.23 1

J Could you tell me why Paul is still in your apartment? R Well, he couldn’t get a ticket to Boston…

2

J Do you know if he’s got one now? R I bought it! He’s leaving this evening.

3

J Look, Rob, I’d like to know what you really want. R What do you mean?


4

J I wonder if you really want to be here. I wonder if… R Jenny, what is it?

5

D I need a word. Can you tell me what you decided at the last meeting? J Right away, Don. Rob was just leaving.

d e 9.24  Tell Sts to focus on the highlighted phrases in the extracts in c. They should listen and repeat the phrases, copying the rhythm and intonation. Play the video / audio, pausing for Sts to watch or listen and repeat. e 9.24

See highlighted phrases in Student’s Book on p.152

Then repeat the activity, eliciting responses from individual Sts. e Put Sts in pairs and tell them to practise the conversations in c. Monitor and help, encouraging Sts to pay attention to rhythm and intonation. Make sure Sts swap roles. f Focus on the Indirect questions box and go through it with the class. Now focus on the instructions and give Sts time to complete indirect questions 1–5. Get Sts to compare with a partner, and then check answers. 1 2 3 4 5

where the station is what he said if / whether she likes me if / whether your brother is coming tonight what time the shop closes

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g Put Sts in pairs, A and B, and tell them to go to Communication Asking politely for information, A on p.182, B on p.186. Go through the instructions with Sts carefully. Tell them to focus on instruction a and give them time to write the indirect questions. When they are ready, tell Sts A they are the tourists and they should turn to Sts B and start by saying Excuse me. Monitor and help. Make sure Sts swap roles. When they have finished, get feedback. Tell Sts to go back to the main lesson Practical English 5.

3 r ROB GETS SERIOUS a e 9.25  Focus on the photo and ask Sts some questions, e.g. What’s happening? How do they look?, etc. Now either tell Sts to close their books and write the question on the board, or get Sts to focus on the question and cover the rest of the page. You could elicit some opinions before playing the video / audio. Play the video / audio once the whole way through, and then check the answer. It’s a happy ending (assuming you think marriage is a happy ending!).

e 9.25

R = Rob, J = Jenny

R But what can I do, Jenny? What can I say to convince you I’m serious? J I don’t know, Rob. R Wait! What Paul said just isn’t true. J It isn’t just what Paul said. It’s obvious you want to go back. R Of course I miss London, but I love my life here. What proof do you want of my commitment to New York, to you, to everything? J I don’t know. R There must be something I can do. J Look, we’re going to see my parents later. I don’t want us to be late. R We won’t be late. And I won’t forget the chocolates this time, either. J Well, that’s a start, I guess. R But Jenny – we need to talk about this. J We don’t have time to discuss it now. R Jenny! J What is it? R What if I proposed to you? J ‘Proposed’? R That’s right. Proposed. J Like, ‘Will you marry me?’ R Exactly. J On one knee? R I can do that…So what would you say? J Rob, stop it. It’s embarrassing. R Tell me. J Are you for real? R Yes, I am, actually. What about you? J Yes!

b Focus on the instructions and give Sts time to read sentences 1–6. Make sure Sts realize they must use between two and four words only to complete each sentence. Play the video / audio again, pausing if necessary to give Sts time to complete the sentences. Get Sts to compare with a partner, and then check answers. 1  is serious   2  go back to London   3  life in New York   4  Jenny’s parents   5  the chocolates   6  marry him EXTRA SUPPORT   If there’s time and you are using the video, you could get Sts to watch again with subtitles, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases.

c Focus on the Social English phrases. In pairs, get Sts to see if they can remember any of the missing words. EXTRA CHALLENGE  

In pairs, get Sts to complete the phrases

before they listen. d e 9.26  Play the video / audio for Sts to watch or listen and complete the phrases. Check answers. If you know your Sts’ L1, you could get them to translate the phrases. 1  obvious  2  course  3  either  4  guess  5  What  6  stop

e 9.26 1 2 3 4 5 6

It’s obvious you want to go back. Of course I miss London, but I love my life here. And I won’t forget the chocolates this time either. Well, that’s a start, I guess. What if I proposed to you? Rob, stop it. It’s embarrassing.

Now play the video / audio again, pausing after each phrase for Sts to watch or listen and repeat. e Focus on the instructions and make sure Sts understand what they have to do. Get Sts to compare with a partner, and then check answers. A  2  B  6  C  3  D  4  E  5  F  1

Now put Sts in pairs and get them to practise the conversations. Finally, focus on the CAN YOU…? questions and ask Sts if they feel confident they can now do these things. If they feel that they need more practice, tell them to go to Online Practice to watch the episode again and practise the language.

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10A Idols and icons G   relative clauses: defining and non-defining V   compound nouns P   word stress

Lesson plan The theme of this lesson is icons, both people and objects. The first half of the lesson focuses on nine famous people who died in 2016. This context is used to revise and extend Sts’ knowledge of relative clauses, and leads to a quiz with relative clauses. Finally, the new grammar (non-defining clauses) is consolidated in a writing activity about Umberto Eco, the Italian author of The Name of the Rose. The second half of the lesson focuses on four British design icons, such as the miniskirt. Sts listen to information about these icons and how they were designed. They then talk about iconic people and objects they admire. The lexical and pronunciation focus is on compound nouns, and the lesson finishes with a vocabulary race revising compound nouns that have been learned earlier in the book.

More materials for speakers of Spanish For teachers on Oxford Premium Photocopiables Grammar  relative clauses: defining and non‑defining Communicative  Relative clauses quiz For students Workbook 10A Online Practice  10A Plus extra Vocabulary and Pronunciation for speakers of Spanish: more compound nouns; /s/, /z/, or /ɪz/ Grammar and Vocabulary Pocket Book OPTIONAL LEAD-IN (BOOKS CLOSED)   Elicit from Sts the names of famous national or international figures who have died in the last year. Get Sts to say as much as they can about their lives and achievements.

Then tell Sts that they are going to look at the lives of nine iconic people who died in 2016, a year that had an unusual number of celebrity deaths.

1 READING  reading with purpose a Books open. Focus on the photos and read the introduction as a class, making sure Sts understand all the lexis, especially the meaning of icon here (= a famous person that people see as a symbol of a particular idea, way of life, etc.). Put Sts in pairs and get them to tell each other if they recognize any of the people in the photos.

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EXTRA SUPPORT  

Do this as a whole-class activity.

Now tell Sts to go to Communication The year our heroes died on p.182 to check their answers. Tell Sts to go back to the main lesson 10A. Get Sts to write the people’s names in the blanks in the text headings. b Tell Sts to read the texts about the nine people. Elicit from Sts which people they already knew most about and any other interesting information they know about them, and which people (if any) they hadn’t heard of at all. EXTRA SUPPORT   Before Sts read the texts the first time, check whether you need to pre-teach any vocabulary.

c Focus on the nine questions and quickly go through them with the class. Give Sts time to read the texts again and answer the questions with the people’s initials. Check answers. 1  4  6  8 

P (Prince)   ​2  JC (Johan Cruyff )   ​3  CF (Carrie Fisher)   ​ ZH (Zaha Hadid)   ​5  MA (Muhammad Ali)   ​ AR (Alan Rickman)   ​7  HL (Harper Lee)   ​ LC (Leonard Cohen)   ​9  DB (David Bowie)

Deal with any other new vocabulary. Model and drill the pronunciation of any tricky words. d Do this as a whole-class activity. If there are any famous people you admire, you could tell the class.

2 GRAMMAR  relative clauses a Tell Sts to cover the texts and look at extracts 1–5. They should complete the gaps with a relative pronoun from the list in the rubric. Check answers and ask Sts who each extract is about. 1  which (Harper Lee)   ​2  where, who (Leonard Cohen)   ​ 3  which (Carrie Fisher)   ​4  who (Muhammad Ali)   ​5  whose (Zaha Hadid) EXTRA CHALLENGE   You could write these two questions on

the board: 1   WHICH TWO RELATIVE CLAUSES GIVE INFORMATION WHICH IS ESSENTIAL TO UNDERSTAND WHAT COMES BEFORE? 2   IN WHICH RELATIVE CLAUSE IS THE RELATIVE PRONOUN NOT NECESSARY?

Check answers. For question 2, point out to Sts that the relative clause can be left out, as it gives extra information, and that this extra information is between commas. 1  2 – who he lived with on the Greek island of Hydra     3 – which made her famous 2  2 – the Norwegian woman (who) he lived with on the Greek island of Hydra

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Tell Sts that they will learn the rules in the Grammar Bank for when they can leave out the relative pronoun and when they can use that instead of who / which. b Tell Sts to go to Grammar Bank 10A on p.222.

Grammar notes Sts who used English File A2/B1 have already had an introduction to defining relative clauses, but not to non-defining ones. Highlight that while defining clauses give important information which can’t be left out (e.g. Alan Rickman is the actor who played Snape in the Harry Potter films), non-defining clauses give extra information which can be left out and the sentence will still make grammatical sense (e.g. Alan Rickman, who died in 2016, is the actor who played Snape in the Harry Potter films). Non-defining clauses appear between commas in written English. Although that is a common alternative to who / which in defining relative clauses, it cannot be used in nondefining relative clauses. Whom is also sometimes used as a relative pronoun instead of who to refer to the object of the verb in the relative clause, or after prepositions, e.g. She’s the woman whom I met yesterday. He’s the man to whom I spoke yesterday. It is much less common and more formal than who. You may wish to point out its use to Sts. Some typical mistakes include: • confusing who and which, e.g. She’s a friend which lives near her. • using a personal pronoun, e.g. He is the man who he works with my father. • using that in non-defining relative clauses, e.g. The film, that won an Oscar in 2018, will be shown on TV tonight for the first time. Focus on the example sentences and play audio e 10.1 and e 10.2 for Sts to listen and repeat. Encourage them to copy the rhythm. Then go through the rules with the class. Now focus on the exercises and get Sts to do them individually or in pairs. Check answers, getting Sts to read the full sentences. a 1 Rob and Corinna, who have twins, often need a babysitter.   ​2 Downing Street, where the British Prime Minister lives, is in central London. ​ 3 The sandwich which you made me for lunch was delicious.   ​4 The woman who lived here before us was a writer.  ​5 David Bowie, whose songs inspired us for nearly 50 years, died in 2016.   ​6 My computer is a lot faster than the one which I used to have.  ​ 7 The Mona Lisa, which has been damaged several times, is now displayed behind glass.  ​ 8 Look! That’s the woman whose dog bit me last week.   ​9 On our last holiday we visited Startford-upon-Avon, where Shakespeare was born. ​

10 We all went to the match except Angela, who doesn’t like football.  ​ 11 That man who you saw at the party was my boyfriend!  ​ 12 That’s the park where I learned to ride a bike. b The following sentences should be ticked: 3, 4, 6, and 11 Sts should circle the following pronouns: 3 which, 6 which, 11 who c 3  Beijing, which is one of the world’s biggest cities, has a population of over 25 million. 4  Adele’s 25, which was released in 2015, is one of the bestselling albums of the last ten years. 6  Sally and Joe, who got married last year, are expecting their first baby.

Tell Sts to go back to the main lesson 10A. EXTRA SUPPORT  

If you think Sts need more practice, you may want to give them the Grammar photocopiable activity at this point. c Put Sts in pairs, A and B, and get them to cover the texts in 1 and look only at the photos. Focus on the instructions. Sts A say one sentence about a person, using a relative clause, and Sts B add any information that he / she can. Monitor and help if necessary. Elicit information about each celebrity from the class. EXTRA IDEA   Put Sts in pairs, A and B. Sts A (texts covered) tell Sts B what he / she can remember for 1–5. Sts B (texts uncovered) help. Then they swap roles for 6–9. FOR SPEAKERS OF SPANISH  

Online Practice Pronunciation:

/s/, /z/, or /ɪz/ FOR SPEAKERS OF SPANISH  

Pocket Book Grammar: relative

clauses

3 SPEAKING a Tell Sts to answer the quiz questions individually. You could point out that the answers are all vocabulary that Sts have studied earlier in the course. Get Sts to compare with a partner, and then check answers. Model and drill pronunciation. 1  an extra   ​2  a zebra crossing   ​3  your tongue   ​4  the roof   ​ 5  her fiancé

Find out with a show of hands if any Sts got all five correct. Now tell Sts that they are going to write similar quiz questions of their own. b MEDIATION ACTIVITY   Put Sts in pairs, A and B, preferably face-to-face, and tell them to go to Communication Relative clauses quiz, A on p.182, B on p.186. Go through the instructions and make sure Sts understand what they have to do. You could demonstrate the activity by doing number 1 (for A and B) with the whole class, before getting Sts to write their questions. Monitor to help Sts with the questions. Sts then take it in turns to ask their questions to their partner. Tell Sts to go back to the main lesson 10A.

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4 WRITING  a biography Tell Sts to go to Writing A biography on p.196. a Focus on the instructions and find out if Sts know who Umberto Eco is. Give Sts time to read the biography, and then find out if they know any more information about him. b Now focus on the first sentence of the biography, the extra information in 1, and the example. Tell Sts to read the biography carefully and rewrite it using sentences 2–7. Point out that sentences 2–7 are in the correct order. Remind Sts that they might have to change or delete some information. Check answers. 2  A  fter he graduated, he worked for Radiotelevisione Italiana, where he became friends with artists, painters, musicians, and writers. 3  In September 1962, he married Renate Ramge, who was a German art teacher. 4  They lived in an apartment in Milan, where Eco had a library of 30,000 books. 5  Eco is best known for his novel The Name of the Rose, which was published in 1980 and made into a film six years later. 6  The book, which sold 15 million copies and made him an international literary star, is a murder mystery set in a 14th-century Italian monastery. 7  Eco, who had been diagnosed with cancer, died in Milan in 2016. EXTRA IDEA   Tell Sts to cover sentences 1–7 and read the biography to see if they can remember the extra information.

c Tell Sts they are going to write a biography of an interesting or successful person that they know enough information about. They should write three to five paragraphs, and try to use relative clauses. You may like to get Sts to do the writing in class, or you could set it as homework. If you do it in class, set a time limit for Sts to write their biography, e.g. 15–20 minutes. d Sts should check their work for mistakes before giving it in. Tell Sts to go back to the main lesson 10A.

5 LISTENING  listening for facts a e 10.3  Focus on the instructions and make sure Sts know what a decade /ˈdekeɪd/ is (= a period of ten years). Elicit / Explain how we say decades in English, e.g. the 1960s = the (nineteen) sixties. Elicit some answers and ideas. Play the audio for Sts to listen and check. Check answers. Model and drill pronunciation. The red phone box – the 1920s The Anglepoise lamp – the 1930s The Penguin book covers – the 1940s The miniskirt – the 1960s 

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e 10.3

1 In nineteen twenty-four, the Post Office organized a competition to design a new phone box. The winner was the architect Giles Gilbert Scott. 2 George Carwardine licensed his design for the Anglepoise desk lamp to a company, who brought it out in nineteen thirty-five. 3 The classic Penguin book cover was designed by Edward Young in nineteen forty-six. 4 In nineteen sixty-six, Mary Quant saw a group of tap dancers at a nearby school, which inspired her to create the miniskirt.

b e 10.4  Focus on the task and explain that Sts are going to listen to an exhibition audio guide and they must make notes about the items under each of the four British designs. Point out the Glossary. You could elicit the meaning of icon, which Sts saw in 1, and tell Sts that it can also be used for things. Give Sts time to look at the exercise. Play the audio, pausing after each design to give Sts time to make notes. EXTRA SUPPORT   Read through the script and decide if you need to pre-teach any new lexis before Sts listen.

e 10.4

(script in Student’s Book on p.203)

1 The red phone box In nineteen twenty-four, the Post Office organized a competition to design a new phone box. The winner was the architect Giles Gilbert Scott, who also designed Liverpool Cathedral and the building that is now Tate Modern. The first phone box was built in London in nineteen twenty-six. It was painted red to make it easy to see at a distance, although Scott had originally suggested silver with a blue interior. With the arrival of mobile phones in the twenty-first century, people didn’t need phone boxes any more, and most of them have now been removed. However, today they are considered design icons of historic importance, and several are now tourist attractions, including one of the original ones next to the Royal Academy of Arts in Piccadilly. Others have found new lives in local communities, as mini-libraries or art galleries, and a very few still survive as working phones.

2 The Anglepoise lamp George Carwardine was an engineer who specialized in suspension systems for cars. He worked for car manufacturers for several years, but when the company he was working for went bankrupt, he decided to set up a small company on his own. He had a little workshop in his garden, and there he designed a lamp which could be moved in different directions, inspired by the human arm. He licensed his design to a company which made the springs for his lamps, and in nineteen thirty-five they brought out the three-spring Anglepoise desk lamp. It was an instant success, and the exact same model, the Anglepoise twelve twenty-seven, is still made today. Carwardine later developed many variations on the original design, including lamps for hospital operating theatres and for military aeroplanes. But it is the classic, ever-popular Anglepoise twelve twenty-seven which is today considered an iconic British design.

3 The Penguin book covers Penguin books was started in nineteen thirty-five, although the classic cover was not designed until eleven years later. In nineteen thirty-five, publisher Allen Lane was at a bookstall on a railway platform, looking for something to read, but he could only find magazines. He decided that people needed to be able to buy books that were good-quality fiction, but cheap, and not just in traditional bookshops, but also on railway stations and in chain stores. Lane wanted a dignified but amusing symbol for the new books, and his secretary suggested a penguin, so graphic designer Edward Young was sent to London Zoo to make drawings of penguins. The first Penguin paperbacks appeared in the summer of nineteen thirtyfive. They included the works of Agatha Christie and the American writer Ernest Hemingway. The classic book cover was designed

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by Young in nineteen forty-six. The books were colour-coded – orange for fiction, blue for biography, and green for crime. The way people thought about books had changed forever – the paperback revolution had begun. The cover designs of Penguin books have changed a lot over the years, but the original nineteen forty-six cover, which is considered a design icon, was recently brought back, and is also used on mugs, notebooks, and other items.

4 The miniskirt The nineteen sixties was famous for many things, from The Beatles to the first man on the moon, but the miniskirt remains one of the decade’s most long-lasting icons. Mary Quant was a British fashion designer who had a boutique called Bazaar in the King’s Road, the most fashionable shopping street of the time. As a girl, she had always tried to make her school uniform skirts shorter, ‘to be more exciting-looking’. In nineteen sixty-six, she saw a group of tap dancers at a nearby school in very short skirts, with socks and dance shoes. This inspired her to create the miniskirt, which she named after her favourite car, the Mini. However, the miniskirt was not popular with everyone. Coco Chanel described it as ‘just awful’. But Quant’s customers loved it. Before the nineteen sixties, young women had been expected to dress like their mothers, but this was about young people looking young. Although nineteen sixties fashion soon changed to the long, hippie clothes of the nineteen seventies, the miniskirt has never disappeared, and is still worn today by women of all ages all over the world.

c Get Sts to compare notes with a partner. Now play the audio again the whole way through for Sts to add more information. Get Sts to compare again with their partner. d In pairs, Sts cover their notes, look at the four designs, and see how much they can remember about each one. Elicit as much information as possible from the class for each design. See script 10.4 EXTRA SUPPORT   If there’s time, you could get Sts to listen again with the script on p.203, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases.

e Do this as a whole-class activity. You could tell the class which design you find the most attractive and why.

6 SPEAKING a This is a free-speaking activity which gives Sts a chance to talk about their own icons. Give Sts time to write a name or item in as many of the seven categories as possible, and give them a few minutes to prepare to talk about them (who they are, what they have done, and why they admire them, why they like the landmark / object, etc.). Monitor and help Sts with any vocabulary they may need. b MEDIATION ACTIVITY   Put Sts in small groups of, ideally, three Sts (or if this is impractical, in pairs). Sts share information about each category. Get some feedback.

7 VOCABULARY & PRONUNCIATION 

compound nouns; word stress Pronunciation notes

Compound nouns, e.g. bus stop, have more stress on the first word, e.g. bus stop. Depending on their L1, some Sts may tend to stress the second word, i.e. bus stop. This rule applies whether the compound noun is one word, e.g. sunglasses, or two, e.g. traffic jam. a Focus on the instructions and elicit what a compound noun is (Sts have seen them in Lesson 2A on p.27, and in the Vocabulary Bank Transport on p.227). Now focus on the two columns and tell Sts to match a noun from A to one from B to form a compound noun. Tell Sts that all the compound nouns are in Lesson 10A. Get Sts to compare with a partner. b e 10.5  Play the audio for Sts to listen and check. Check answers, getting Sts to tell you if the compound nouns are one word or two. See script 10.5 The two written as one word are paperback and songwriter.

e 10.5

paperback, book cover, child prodigy, car manufacturer, desk lamp, songwriter, phone box

Now ask Sts which noun is usually stressed more in compound nouns. The stress is normally on the first noun.

Put Sts in pairs and get them to practise saying the words, paying particular attention to stress. c Tell Sts that the answers to questions 1–12 are all compound nouns from Files 1–10. They have three minutes, in pairs, to answer as many as possible. When time is up, check answers. The pair with the most correct answers is the winner. 1  4  ​7  10 

a cycle lane   ​2  the rush hour   ​3  a parking fine   ​ a tennis court   ​5  a traffic jam   ​6  a seat belt   the head teacher   ​8  the soundtrack   ​9  science fiction   ​ a memory stick   ​11  the ground floor   ​12  a state school

EXTRA IDEA   Get Sts to write their names on a piece of paper and then the answers to the questions. When time is up, collect all the pieces of paper and redistribute them. Sts correct each other’s answers. FOR SPEAKERS OF SPANISH  

Online Practice Vocabulary:

more compound nouns

EXTRA IDEA   Begin by telling Sts about two or three of your own answers and explain why.

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10B And the murderer is… G question tags V crime P intonation in question tags

Lesson plan The topic of this lesson is murder mysteries: first, the true story of Jack the Ripper and three theories as to who he was, and then a well-known short story by Ruth Rendell. The lesson begins with a vocabulary focus on words and phrases related to crime. Then Sts activate the new vocabulary by completing an article about Jack the Ripper. In Listening, Sts listen to an expert on Jack the Ripper giving his opinion about three people’s theories on who Jack the Ripper was. The grammar focus is question tags, which are further practised in Pronunciation and Speaking. In the second half of the lesson, Sts read and answer questions about the first two parts of the Ruth Rendell short story called May and June, and then they listen to and answer questions on the third part. The lesson ends with a video about Ruth Rendell and Agatha Christie. If you would like to end the last lesson without the book, there is a Communicative revision photocopiable activity on Oxford Premium.

More materials for speakers of Spanish For teachers on Oxford Premium Photocopiables Grammar  question tags Communicative  Four little mysteries Revision Vocabulary  Revision: Phrasal verbs Resources Video  Queens of crime For students Workbook 10B Online Practice  10B Plus extra Vocabulary, Pronunciation, and Listening for speakers of Spanish: crime; intonation in question tags; Crimes that went wrong Grammar and Vocabulary Pocket Book OPTIONAL LEAD-IN (BOOKS CLOSED)  

Write the word MURDER on the board and elicit what it means and how it’s pronounced /ˈmɜːdə/. Then give Sts, in pairs, three minutes to brainstorm as many words connected with murder as they can. Elicit their suggestions onto the board. Possible words include: murderer, kill, victim, detective, knife, gun, police, police station, body, blood, suspect, crime, witness, etc.

Finally, ask Sts if they can think of a famous British murderer from the past. Tell Sts they are going to learn about one in the lesson.

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1 VOCABULARY & READING crime a Books open. Elicit answers to the questions. You could write down anything Sts know about Jack the Ripper on the board, but don’t say whether any of the information is correct. Tell Sts that they will find out later. b Tell Sts to read definitions 1–9 and then match them to the words in the list. Get Sts to compare with a partner. c e 10.6  Play the audio for Sts to listen and check. Check answers. Model and drill any tricky words for your Sts. You can use the audio to do this. You could also tell Sts that suspect can be a verb, but is then stressed on the second syllable /səˈspekt/. e 10.6 1 2 3 4 5 6 7 8 9

detectives witnesses victims murderer murder evidence suspects solve prove

In pairs, Sts practise saying the words. d Tell Sts they are now going to read about Jack the Ripper. They need to complete each gap with a word from the list in b. Point out that the first one (murder) has been done for them. Give Sts time to do the task, and then get them to compare with a partner. Check answers. EXTRA SUPPORT  

Before Sts read the article the first time, check whether you need to pre-teach any vocabulary. 2  murderer  ​3  victims  ​4  witnesses  ​5  detectives  ​ 6  evidence  ​7  prove  ​8  suspects  ​9  solve

e Focus on the instructions and the questions, making sure Sts understand all the lexis. Now set a time limit for Sts to read the article again and answer the questions. Get Sts to compare with a partner, and then check answers. 1  In London in the autumn of 1888   ​2  Five  ​3  Three months   ​ 4  A doctor, a businessman, a painter, a sailor, a singer, and a member of the royal family FOR SPEAKERS OF SPANISH  

Online Practice Vocabulary:

crime

2 LISTENING  listening and making notes a e 10.7  Focus on the six photos and tell Sts that the photos at the top are of people who have investigated Jack the Ripper. Tell Sts they are going to listen to Part 1 of an interview with a retired police inspector. They must write 1 in the box next to the person Jan Bondeson suspects, and complete the man’s occupation.

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Now play the audio once the whole way through. Get Sts to compare with a partner, and then check answers.

e 10.8

EXTRA SUPPORT  

Part 2

Read through the script and decide if you need to pre-teach any new lexis before Sts listen. 1 Hendrik de Jong, a sailor

e 10.7

(script in Student’s Book on p.203)

I = interviewer, M = Inspector Morton Part 1

I Good morning, and thank you for coming, Mr Morton – or should it be Inspector Morton? You were a detective with Scotland Yard, weren’t you? M Yes, that’s right. For twenty-five years. I retired last year. I People today are still fascinated by the identity of Jack the Ripper, over one hundred and thirty years after the crimes were committed. It’s incredible, isn’t it? M Well, it’s not really that surprising. People are always interested in unsolved murders – and Jack the Ripper has become a sort of cult horror figure. I So what can you tell us about some of the new theories about his identity? M Well, a recent new theory was put forward by a crime historian called Jan Bondeson. He thinks that Jack the Ripper was a Dutch sailor called Hendrik de Jong. I What evidence does he have? M Well, de Jong was definitely a murderer. He killed four women in Holland and Belgium, including two of his ex-wives. He also travelled to London a lot, and he was there when the Jack the Ripper murders took place. He also matches the descriptions we have of Jack the Ripper. I How credible is his theory? M Well, even Dr Bondeson says that it’s impossible to know for certain if de Jong was Jack the Ripper. I would say it’s possible, but there isn’t really enough conclusive evidence.

b Now focus on the chart and tell Sts they are going to listen to the interview again and this time they need to complete the first column. Then play the audio again the whole way through. Get Sts to compare with a partner, and then check answers. what evidence there is  He had a history of violence against women, was in London when the murders took place, and he matches the descriptions of Jack the Ripper. what Inspector Morton thinks  Inspector Morton thinks he could be the murderer, but there isn’t enough evidence.

c e 10.8, 10.9  Now tell Sts they are going to listen to Bruce Robinson’s theory (Part 2). The first time they listen, they must focus on the photos in a and write 2 in the box next to the person Bruce Robinson suspects, and complete his occupation. Play the audio once the whole way through. Get Sts to compare with a partner, and then check answers. EXTRA SUPPORT  

Read through the script and decide if you need to pre-teach any new lexis before Sts listen. 2 Michael Maybrick, a musician (a singer and a composer)

(script in Student’s Book on p.203) I The next recent theory I’m interested in comes from the film director Bruce Robinson, who wrote a book in twenty sixteen called They All Love Jack. What can you tell us about it? M Bruce Robinson is convinced that Jack the Ripper was in fact Michael Maybrick, the brother of one of the original suspects, James Maybrick. He thinks that the style of the murders indicates that there was a connection with the Freemasons – which both brothers were. I What did Michael do? M He was a popular singer and composer of songs at the time, and Robinson thinks that the Ripper’s letters are similar in style to some of his songs, and the fact that they were posted from so many different parts of the UK makes sense because Michael was on tour at the time. Robinson thinks he was a psychopath and was responsible for at least sixteen more murders that took place in England later. He even thinks that Michael went on to murder his brother James. I But he was never arrested, was he? M No, he wasn’t. However, Bruce thinks that by eighteen ninetythree the police had begun to suspect him, but because many of the police themselves were Freemasons, they allowed him to escape to the Isle of Wight, where he lived for the rest of his life. I And what do you think? M I think the book is well researched, but I don’t really believe his conspiracy theory that the police knew it was Michael and let him get away. I think the reason the Ripper was never caught was because the police were incompetent, not corrupt.

Now tell Sts they are going to listen again and this time they need to complete the second column in the chart in b. Before playing the audio, read the definition of the Freemasons and the Isle of Wight in the Glossary. Then play the audio again the whole way through. Get Sts to compare with a partner, and then check answers. what evidence there is  The Ripper’s letters are similar in style to some of his songs. The letters were posted from different parts of the UK, and Maybrick was on tour at the time. what Inspector Morton thinks  He doesn’t believe this theory.

Finally, tell Sts they are going to listen to Part 3 – Patricia Cornwell’s theory. The only name remaining in a is Walter Sickert, so this time Sts only need to complete his occupation. Now play the audio once the whole way through. Get Sts to compare with a partner, and then check the answer. 3 Walter Sickert, a painter

e 10.9

(script in Student’s Book on p.203)

Part 3

I Finally, let’s talk about Patricia Cornwell’s research. In her two thousand and two book Jack the Ripper – Case Closed, she said that she had identified the murderer and that she was convinced that Jack the Ripper was in fact Walter Sickert, the painter. What evidence did she put forward to support this claim? M Well, she mainly used DNA analysis. She actually spent over two million pounds buying thirty-two paintings by Sickert. She cut up one of them to get the DNA from it – people in the art world were furious. I I can imagine. M And then she compared the DNA from the painting with DNA taken from the letters that Jack the Ripper sent to the police.

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I M

I M I M I M

Patricia Cornwell said that she was ninety-nine per cent certain that Walter Sickert was Jack the Ripper. And now she’s written a new book with more evidence. Yes, it’s called Ripper: the Secret Life of Walter Sickert. She says she’s found new evidence, including letters which were written by Jack the Ripper and by Walter Sickert on the same very unusual type of paper. She also points out that some of his paintings are very violent and frightening. But you don’t think she’s right, do you? Well, I think she might be right. She has a lot of evidence, although I don’t think it’s completely reliable. And a lot of people think she’s wrong! So, who do you think the murderer was? I can’t tell you, because I don’t know. Do you think we’ll ever solve the mystery? Yes, I think one day the mystery will be solved. Some new evidence will appear that proves one hundred per cent who Jack the Ripper was, and we’ll be able to say that the case is finally closed. But at the moment, it’s still a mystery, and people like a good mystery.

Now tell Sts they are going to listen again and this time they need to complete the third column in the chart in b. Before playing the audio, read the definition of DNA in the Glossary. Then play the audio again the whole way through. Get Sts to compare with a partner, and then check answers. what evidence there is  An analysis suggests that DNA from his paintings matches DNA from Jack the Ripper’s letters. Letters written by both men are on the same unusual paper. Sickert’s paintings are violent and frightening. what Inspector Morton thinks  He thinks this theory might be correct, but he doesn’t know for sure. EXTRA SUPPORT  

If there’s time, you could get Sts to listen again with the scripts on p.203, so they can see exactly what they understood / didn’t understand. Translate / Explain any new words or phrases. d Do this as an open-class activity, making sure Sts know the meaning of credible /ˈkredəbl/ (= that can be believed).

3 GRAMMAR  question tags a Focus on the instructions and questions 1–4. Give Sts time to complete them. b e 10.10  Play the audio for Sts to listen and check. Check answers. 1  weren’t you   ​2  isn’t it   ​3  was he   ​4  do you EXTRA CHALLENGE   You could elicit ideas first for what the

two missing words are. e 10.10

1 2 3 4

You were a detective with Scotland Yard, weren’t you? It’s incredible, isn’t it? But he was never arrested, was he? But you don’t think she’s right, do you?

Now tell Sts to change them to direct questions. Check answers. 1 Were you a detective with Scotland Yard? 2 Is it incredible? 3 Was he ever arrested? 4 Do you think she’s right?

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Finally, ask Sts what the difference is between direct questions and questions with question tags. Question tags are used to check that a statement is correct.

c Tell Sts to go to Grammar Bank 10B on p.223.

Grammar notes Question tags are difficult for Sts to use because they need to use the correct auxiliary each time, depending on the tense or modal verb they are using. Getting the correct intonation can also be tricky. This lesson provides Sts with a gentle introduction and focuses on the most common use of question tags, which is to check information. This lesson doesn’t cover the question tag aren’t I? used with statements beginning I’m, e.g. I’m late, aren’t I? This form is irregular, and isn’t very common for checking information. Focus on the example sentences and play audio e 10.11 for Sts to listen and repeat. Encourage them to copy the rhythm. Then go through the rules with the class. Now focus on the exercises and get Sts to do them individually or in pairs. Check answers, getting Sts to read the full sentences. a 1  I  ​2  E  ​3  A  ​4  F  ​5  C  ​6  H  ​7  K  ​8  D  ​9  B  ​10  J b 1 Your brother works at the police station, doesn’t he? 2 They don’t have any proof, do they? 3 That man isn’t the murderer, is he? 4 You were a witness to the crime, weren’t you? 5 The police have arrested someone, haven’t they? 6 The woman wasn’t dead, was she? 7 That girl took your handbag, didn’t she? 8 He won’t go to prison, will he? 9 You haven’t seen the suspect, have you? 10   They couldn’t find enough evidence, could they?

Tell Sts to go back to the main lesson 10B. EXTRA SUPPORT   If you think Sts need more practice, you may want to give them the Grammar photocopiable activity at this point. FOR SPEAKERS OF SPANISH  

Pocket Book Grammar: question

tags

4 PRONUNCIATION & SPEAKING intonation in question tags

Pronunciation notes The normal intonation for a question tag when we say something that we think is correct or true, and that we expect the other person to agree with, is a falling tone. Examples would include It’s hot today, isn’t it? You’re French, aren’t you? (= I’m almost sure you’re French). This is what is modelled on the audio in these exercises. !   Question tags can sometimes be used as real questions with rising intonation, normally to express surprise, or to check information that we are not very sure about. This use is not focused on here.

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a e 10.12  Focus on the task and the conversation, and elicit that the policeman probably already has the information and is just checking what he knows. Now play the conversation once the whole way through for Sts just to listen. e 10.12

P = policeman, S = suspect P S P S P S P S P S P

Your surname’s Jones, isn’t it? Yes, it is. And you’re twenty-seven, aren’t you? Yes, that’s right. You weren’t at home last night at eight o’clock, were you? No, I wasn’t. I was at the theatre. But you don’t have any witnesses, do you? Yes, I do. My wife was with me. Your wife wasn’t with you, was she? How do you know? Because she was with me. At the police station. We arrested her yesterday.

Give Sts a few minutes to complete the question tags, and then play the audio again for them to listen and check. Check answers. 1  isn’t it   ​2  aren’t you   ​3  were you   ​4  do you   ​5  was she

b e 10.13  Ask Sts if they think the intonation of the question tags goes up or down (demonstrate both ways), and elicit that it goes down. Point out that this is the normal intonation when you are checking information, not asking a new question. Play the audio, pausing for Sts to listen and repeat the policeman’s questions. e 10.13 1 2 3 4 5

Your surname’s Jones, isn’t it? And you’re twenty-seven, aren’t you? You weren’t at home last night at eight o’clock, were you? But you don’t have any witnesses, do you? Your wife wasn’t with you, was she?

Then repeat the activity, eliciting responses from individual Sts. EXTRA SUPPORT   Give Sts extra practice by getting them to read the conversation in a in pairs.

c





MEDIATION ACTIVITY   Put Sts in pairs, A and B, preferably face-to-face. Tell them to go to Communication Just checking, A on p.182, B on p.186. If there is an odd number of Sts, you should take part in the activity yourself. Go through the instructions. Make sure Sts are clear that first Sts A (as police inspector) will ask Sts B some questions and try to remember the answers, and then they will check them with question tags. Then Sts swap roles. Demonstrate the activity by taking A’s role and asking one student the questions, and then checking. Monitor and help Sts to form the question tags correctly. When both Sts have done their interviews, get feedback to find which ‘police inspectors’ had the best memory. Tell Sts to go back to the main lesson 10B.

EXTRA IDEA  

Write the following gapped sentences on the

board: 1 YOU HAVE

BROTHERS AND SISTERS, ?

2 YOU’RE FROM

,

3 YOU DON’T LIKE 4 YOU’D LIKE TO GO TO 5 YOU CAN’T 6 YOU WENT TO ?

? ,

? ,

,

? ?

LAST WEEKEND,

Put Sts in pairs and get them to try to complete the sentences for each other with the correct question tag. They then read their sentences to each other, checking if the information is true. d Put Sts in pairs and get them to ask and answer the questions, giving as much information as possible. Get some feedback. FOR SPEAKERS OF SPANISH   Online Practice Pronunciation: intonation in question tags

5 READING & LISTENING  understanding

referencing

a Get Sts to do this in pairs or as a whole-class activity. If Sts worked in pairs, get some feedback. If you have a favourite crime author, tell Sts who it is and why you like them. b e 10.14  Tell Sts they are going to read and listen to a short story by Ruth Rendell (1930–2015), a very famous English author of thrillers and psychological murder mysteries. You might want to tell them that many of her novels have been made into TV series and films. Play the audio for Sts to listen and read at the same time. Now put Sts in pairs and give them time to look at the highlighted phrases in 1–5 and explain what they refer to. Tell Sts that they need to find each highlighted phrase in the story to work out what they refer to. Check answers. EXTRA SUPPORT   Before Sts read and listen to Part 1 of the short story the first time, check whether you need to preteach any vocabulary.

1 was both = pretty and clever 2 During that time = the time when May was engaged to Walter 3 It was all very unfortunate = the fact that Walter fell in love with June and left May 4 ‘She’s ruined my life.’ = ‘I will never be happy again.’ 5 This thought = that perhaps Walter was sorry he had married June and not her

e 10.14

See Part 1 in Student’s Book on p.168

Finally, deal with any other new vocabulary. Model and drill the pronunciation of any tricky words. c e 10.15  Tell Sts they are going to read and listen to Part 2 of the story. Give Sts time to read questions 1–5. Now play the audio once the whole way through. In pairs, Sts answer the questions.

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Check answers. EXTRA SUPPORT   Before Sts read and listen to Part 2 of the short story the first time, check whether you need to preteach any vocabulary.

1 a  She refused to speak to her.   ​b  She was reconciled with her. 2 Because they were both alone and May didn’t have very much money. June wanted to recompense May for marrying Walter. 3 Possible answers: Because she hadn’t been very happy with Walter and it was painful for her OR She had been very happy with Walter and she didn’t want to hurt May. 4 She was looking for proof that Walter hadn’t really loved June. 5 Possible answer: Because she now believed that Walter had really loved her.

e 10.15

See Part 2 in Student’s Book on p.169

Finally, deal with any other new vocabulary. Model and drill the pronunciation of any tricky words. d Focus on the task and make sure Sts understand all the words. Give Sts time to find the words in both parts of the short story. Check answers. Model and drill pronunciation. 1  changeable, wealthy   ​2  unfortunate, unknown   ​ 3  extremely, passionately   ​4  death, marriage   ​ 5  wedding ring, engagement ring

e Do this as a whole-class activity. f e 10.16  Tell Sts they are going to listen to Part 3 of the story. Play the audio once the whole way through for Sts to check their ideas in e. Check the answer. EXTRA SUPPORT   Read through the script and decide if you need to pre-teach any new lexis before Sts listen.

May sees a letter from Walter to June, saying how much he loved her. May picks up a gun and kills June.

e 10.16

N = narrator, J = June, M = May, W = Walter, P = police Part 3

N May never cried now, though June did. J I’m an old fool; I can’t help it. You’re strong, May, but I’m weak, and I miss Walter so. M I missed him, too. N said May. J He was always fond of you… N said June. J He often talked about you. You have forgiven me, haven’t you, May? M As a matter of fact, I have… N said May. M I think you’ve been punished for what you did. It was a marriage without love… N she thought. M Walter probably talked constantly about me. N For the first time in forty years, she was happy.

N One night, May woke up and heard a noise. M A burglar… N she thought. She put on her dressing gown and went to June’s room. The bed was empty. She looked out of the window and saw a car parked outside the house, and a light in the living room window. Then she heard a cry and saw a man running out of the house, covered in blood. He got into the car and drove away. May went into the living room. June was standing next to her desk. This was a desk which she always kept locked, so May had never been able to see what was in it. The desk was open now, and the contents were all over the room. There was broken glass on the floor, and a gun. May went up to her. M Are you all right? J Yes, I’m fine. I threw a bottle at him and he ran away. He pointed a gun at me, but I wasn’t afraid. He only took a few pieces of silver. He heard you coming and he panicked. N Suddenly, May saw a letter which was open in the desk. It was a letter to June from Walter, the last one he wrote to her when he was dying. W My darling love, I want to tell you how happy I have been all these years with you. If I die, I want you to know that you are the only woman I have ever loved. J Could you call the police, please, May? N asked June. M Yes… N said May. She picked up the gun. The police arrived fifteen minutes later. They brought a doctor with them, but June was already dead. P Don’t worry, Miss Thrace, we’ll catch the person who did this… N said the inspector. P But it’s a pity you touched the gun. I suppose you weren’t thinking. M That’s right… N said May. M It was the shock. I’ve never had a shock like that, not since I was a girl.

g Tell Sts they are going to listen again to Part 3. Give them time to read questions 1–7. Play the audio again. Get Sts to compare with a partner, and then check answers. EXTRA SUPPORT   The script for the end of the story is not in the Student’s Book to make sure that Sts don’t read ahead. If you would like Sts to read and listen to the end of the story, we suggest you photocopy script 10.16.

1 Because she thought Walter hadn’t really loved June, and she thought June had been punished for what she did. 2 She thought they had been burgled. 3 It was messy, with broken glass on the floor. 4 She had thrown a bottle at the burglar. 5 It made her angry. 6 She picked up the burglar’s gun and killed June. 7 She said she hadn’t been thinking because of the shock.

h Do this as a whole-class activity. You could tell the class who you feel sorry for and why. FOR SPEAKERS OF SPANISH  

Online Practice Listening:

Crimes that went wrong

***

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6 r VIDEO LISTENING a Tell Sts that they are going to watch a video about two crime writers, Ruth Rendell (the author of May and June) and Agatha Christie. Focus on the photos and ask if they know who is who, and approximately when they lived. Now focus on the questions. Play the video once the whole way through for Sts to watch and answer the questions. Get Sts to discuss the questions with a partner, and then elicit opinions from the class. EXTRA SUPPORT   Read through the script and decide if you need to pre-teach any new lexis before Sts watch the video.

Possible answers Ruth Rendell may have had a more interesting life because she worked as a journalist before becoming a writer – but Agatha Christie’s life had some interesting events, like her mysterious disappearance. Ruth Rendell’s life may have been happier, as Agatha Christie had an unhappy first marriage..

Queens of crime

Crime fiction is loved all over the world: from British writers – like Arthur Conan Doyle and Val McDermid – to Americans – like Raymond Chandler and Patricia Highsmith – to Scandinavian and European writers – like Henning Mankel and Georges Simenon. But two British novelists are called ‘Queens of Crime’ : Agatha Christie and Ruth Rendell. Ruth Grasemann was born in London in 1930. Her father was English and her mother was Danish. After she left school, she became a journalist. She married Don Rendell, who was also a journalist. In 1964, Rendell published the first Inspector Wexford novel From Doon with Death. Wexford, a British policeman, who appeared in twenty-four novels and some short stories, is still Rendell’s bestknown character, over fifty years after his first appearance. In 1975, Ruth and Don Rendell got divorced, but they remarried in 1977. Ruth Rendell continued to write and she also started to write under the pseudonym, Barbara Vine. The Barbara Vine novels are also crime novels, but they are much darker and more psychological. Some of her novels have been made into films, not only in English, but in other languages too. The French film, La Cérémonie, was adapted from the novel, Judgement in Stone, and Pedro Almodóvar’s film, Carne Trémula, is also based on a Rendell novel, Live Flesh. Ruth Rendell died in 2015. Today she is considered a Queen of Crime, but most people would probably agree that the original Queen of Crime is Agatha Christie. Agatha Miller was born in Torquay in the south west of England in 1890. Her father was American and her mother British. In 1914, she married Archie Christie, who was an army pilot. Christie started to write and published her first novel in 1920, The Mysterious Affair at Styles, in which she created a Belgian private detective, Hercule Poirot. In December 1926, Christie became the centre of her very own mystery, when she suddenly disappeared from the family home in Sunningdale near London. Her disappearance was big news in the UK and in the US. For eleven days, the police and the press searched for her. The police also asked Arthur Conan Doyle – the creator of Sherlock Holmes – for help, but even he couldn’t solve the mystery. The police eventually found Christie in Harrogate in the north of England. She apparently couldn’t remember anything and the mystery of her disappearance was never solved. Soon afterwards, she and Archie divorced. Agatha Christie continued to write. She also married again – to Max Mallowan, who was an archaeologist. This marriage was happy. She created another detective, Jane Marple. Miss Marple is a little old, English lady. She lives in a small village and solves crimes quietly

and often without leaving her armchair. She is totally different from Hercule Poirot, who Christie described as ‘a complete egoist’. She also wrote more personal novels under the pseudonym of Mary Westmacott. Agatha Christie died in 1976, but her books are still read all over the world, and watched in films – like Murder on the Orient Express – plays – like The Mousetrap – and television series – like the Miss Marple series. Ruth Rendell and Agatha Christie had many things in common. They were both very successful crime writers, and they both wrote different novels under pseudonyms. They both divorced and remarried. And they’re also both strongly associated with the detectives they created. But their approaches were very different. Rendell was always more interested in characters, while Christie loved plots. And, while Agatha Christie’s readers will read to the end to find out who committed the murder, Ruth Rendell’s readers will also want to find out why.

b Focus on the chart. Give Sts time to make some notes in it based on what they remember from watching the video once. Remind Sts that they should just be writing notes, not full sentences. c Put Sts in pairs and get them to compare their notes, and add to them. Then play the video again for Sts to complete their notes. Check answers. Ruth Rendell her life – born: in London in 1930 – parents: father was English, mother was Danish – marriages: married twice to Don Rendell in 1950 and 1977 – other things: worked as a journalist, died 2015 her books – first novel: published 1964, From Doon with Death – detectives: Inspector Wexford – pseudonyms: Barbara Vine – films: La Cérémonie, Carne Trémula, and others – approach to crime writing: interested in characters, and why murder is committed Agatha Christie her life – born: in Torquay, south-west of England, in 1890 – parents: father was American, mother was English – marriages: married Archie Christie 1914, married Max Mallowan 1930 – other things: disappeared for 11 days in 1926 her books – first novel: published 1920, The Mysterious Affair at Styles – two detectives: Hercule Poirot and Miss Marple – pseudonyms: Mary Westmacott – films: Murder on the Orient Express and others – approach to crime writing: interested in plots, and who committed a murder EXTRA SUPPORT   If there’s time, you could get Sts to watch the video again with subtitles, so they can see exactly what they understood / didn't understand. Translate / Explain any new words or phrases.

d Ask Sts if they’ve read any books by Rendell or Christie, or if they’ve seen any TV series or films based on them. Open the discussion to other crime writers – you could tell Sts about any writers whose books you enjoy. EXTRA SUPPORT   If you would like to end the last lesson without the book, there is a Communicative revision photocopiable activity on Oxford Premium.

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9&10 Revise and Check For instructions on how to use these pages, see p.40.

r CAN YOU understand these people?

More materials for speakers of Spanish For teachers on Oxford Premium Resources Video  Can you understand these people? 9&10 Quick Test 10 File 10 Test Progress Test Files 6–10 End-of-course Test For students Online Practice  Check your progress

GRAMMAR 1  b  ​2  c  ​3  c  ​4  b  ​5  a  ​6  a  ​7  b  ​8  b  ​9  a  ​10  c  ​ 11  a  ​12  a  ​13  b  ​14  c  ​15  a

VOCABULARY a 1  5  b 1  c 1  5  d 1  e 1 

luckily  ​2  careless  ​3  uncomfortable  ​4  unfortunately  ​ impatient turned  ​2  set  ​3  unplug  ​4  turn  ​5  switch / turn remote control   ​2  keyboard  ​3  adaptor  ​4  socket  ​ mouse book  ​2  child  ​3  lamp  ​4  song  ​5  box detective  ​2  prove  ​3  victims  ​4  solve  ​5  suspect

PRONUNCIATION c 1  caught /ɔː/  ​2  cough /ɒ/  ​3  enough /f/  ​4  solve /v/  ​ 5  tough /ʌ/ d 1  comfortable  ​2  adaptor  ​3  cable  ​4  witness  ​5  evidence

CAN YOU understand this text? a 1  b 1 2 3 4 5 6 7 8

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What  ​2  How  ​3  Who  ​4  Book T F (It’s a must-see attraction.) DS F (It takes 110 minutes to walk through the Dungeon.) T F (The recommended age is 12 and above.) DS T

1  b  ​2  b  ​3  c  ​4  a  ​5  b

e 10.17

1 I = interviewer, S = Sean

I Have you ever helped a stranger or been helped by a stranger? S Yes, a few months ago, I was, um, I was catching a train home from work and I went past, um, a little girl with her two grandparents, and she was crying and she was really unhappy and I thought ‘Oh dear!’ but there’s nothing I can do, um, so I went into the station and I went up the stairs, over the bridge, um, down the other side, and then on the floor I saw, um, a little toy panda, and immediately I knew that that was the little girl’s panda and that’s why she was crying. Um, so I ran back up the stairs, over the bridge, um, out of the station and I saw the family in the car park. I could still hear the, the little girl crying, and I ran up and said, ‘Is this yours?’ , um, and the little girl took it and the grandparents just said ‘Oh thank you, thank you, thank you’, so that was nice.

2 I = interviewer, A = Adrian

I Do you think we rely too much on technology? A Ah, absolutely. I think we really, especially our mobile phones. Once upon a, I’ve travelled a lot, so I used to rely on maps and I would, you know, the night before, when I’m travelling, I’d map out where I was going to go and have it all in my head ready to go. Now I just pull out my phone and use Google maps. I Are there any devices you just couldn’t live without? A Er, yes, probably my mobile phone.

3 I = interviewer, N = Nick

I Do you like detective or mystery novels or TV series? N Yeah, I have done, so I, um, I really like the Nordic noirs that were very popular a few years ago, so like The Killing and The Bridge especially I found really fascinating. I Do you have a favourite author or detective? N Er, yes but can I remember her name… It’s actually the one in The Bridge. I Do you usually guess who the murderer is? N Er, I’ll always try. Sometimes I get it, sometimes it’s too difficult, yeah.

4 I = interviewer, E = Emma

I Do you have a favourite designer? E I’ve recently started wedding dress shopping and I really like the dresses by Maggie Sottero. I Why do you like about her clothes? E Er, the dresses are quite a vintage style, um, which is really flattering, and when I’ve tried them on, um, I think they’re probably the ones I’m going to go for.

5 I = interviewer, C = Coleen I C I C

Do you think you are generally a lucky person? Yes, I do actually. I do think I’m lucky. Can you think of a time when you’ve been really lucky? Um, I can think of an awful lot of times when I’ve been really, really lucky. Um, I had a car accident many, many years ago, and even the police didn’t know how I’d got out of it alive, so I think that really says it all.

Revise and Check

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The moral rights of the author have been asserted First published in 2019 2023  2022  2021  2020  2019 10 9 8 7 6 5 4 3 2 1 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above You must not circulate this work in any other form and you must impose this same condition on any acquirer Links to third party websites are provided by Oxford in good faith and for information only. Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work isbn: 978 0 19 403604 7 isbn: 978 0 19 405591 8 isbn: 978 0 19 405583 3

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Printed in China This book is printed on paper from certified and well-managed sources acknowledgements Back cover photograph: Oxford University Press building/David Fisher The authors would like to thank all the teachers and students round the world whose feedback has helped us to shape English File. The authors would also like to thank: all those at Oxford University Press (both in Oxford and around the world) and the design team who have contributed their skills and ideas to producing this course. Finally very special thanks from Clive to Maria Angeles, Lucia, and Eric, and from Christina to Cristina, for all their support and encouragement. Christina would also like to thank her children Joaquin, Marco, and Krysia for their constant inspiration. The publishers would like to thank the following teachers for their invaluable contribution to our research in Spain: Teresa de Prado (EOI Valladolid, Castilla y León), María Concepción Fernández (EOI Palencia, Castilla y León), Rafa Luque (EOI Majadahonda, Madrid), Iñigo de las Rivas (EOI Palma de Mallorca, Islas Baleares), Javier Molina (EOI San Fernando, Andalucía), Andrea Sánchez Navarro (EOI Elda, Comunidad Valenciana), Yolanda Scott-Tennent (EOI Tarragona, Cataluña), Laura Navajas Algaba (EOI de Leganés, Madrid), Maria Rosario Artiga León (EOI Zaragoza, Aragón).

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